The Impact Of Problem Situation Teaching On The Learning Of Junior High School Biology Concepts

Biological concept is the core of the biological basis of knowledge, but there are many problems for students to learn the concept. First of all, it is difficult for them to understand the nature of biological concept, they are not able to connect the knowledge they have already grasped to construct system of concept. Secondly, even if they are capable of understand the concept, it is also difficult for them to apply concept in the real life.In view of the existing problems of biological concept learning, according to the foreign and domestic research achievements of situated instruction, the teaching stages, features and strategy of problem-situation teaching were discussed, which were applied in learning concept.Based on the theoretical design of problem-situation teaching, the teaching strategy was applied to the specific teaching cases. Then the cases of teaching stages and effect were analyzed, aimed at discussing the impact of the problem-situation teaching. In order to verify the problem-situation teaching how to influence students to learn concept, two parallel classes were selected randomly. One class was made as the experimental group, which adopted the problem-situation teaching; the control group adopted conventional teaching. And then comparing two classes’ results of concept learning and interest-attitude of the biological concept learning.The results showed that students’ had main changes as follows:the students’ learning interesting was inspired; the students’ learning attitude was improved; problem-situation teaching also can assist students to construct concept; it can enhance the students’ ability to apply concept in the real life as well. The problem-situation teaching can promote students’ level of concept learning, which help them understand the nature of biological concept deeply.Owing to the author’s time and energy was limited, the small numbers of samples were tested, the teaching strategy and teaching cases still needed further verification. The creation of problem-situation was equivalent to the problem-situation teaching by some researchers, who ignored its integrity and separated the concept from the situation, they should combined problem-situation teaching with concept learning organically.