The Study For The Strategies Of Question Design In Biological Classroom Teaching Of Hign School

With the promulgation of core literacy,new curriculum revolution begins to focus more on the cultivation of students' core literacy.Problem enriched instruction(PEI)is one of the effective teaching methods for us to cultivate core literacy.First,PEI could give more chances for students to thinking and practising.Secondly,it's an effective method to organize the classroom teaching,especially for novice teachers.The questions designed in the class would be the key of PEI in some degree.At the same time,It could make it easier for studends to build the structure of biology knowledge.Above all,the strategies about how to design questions would come forward under the background of new curriculum revolution.The theoretical part was illustrated by the literature research.The core concepts were involved in effective questions,question system and question design.The constructivism theory,the zone of proximal development,and the target attribute classification of problem were the theoretical bases.Current situation of question design was investigated through questionnaire survey.The results were as follows:(1)Students' problem consciousness was relatively weak.(2)Students' motivation to participate in answering questions was low or even negative.(3)Lots of teachers were lack of theory learning about the question design.(4)few of teachers especially designed the questions when preparing a lesson.Hence,it's necessary to arouse teachers' awareness to design the questions,further to improve their abilities to do that.The differences among questions designed by teachers with different seniority were dicussed,so as to gain inspiration about how to design questions.The individual interview of teachers was carried out to learn the causes of differences.The strategies were proposed which direct at the three parts of classroom teaching.Firstly,designing questions for Lead-in part.Such as using the knowledge that students have learned to create questions.Using real-world scenes from the experience of life,the hot topics of science and society to create question scenes.Besides,using scientific methods to create questions.Secondly,systematically designing questions for the body of class teaching.Including utilizing the biological textbooks,experimental activities or history of biological science to create question circumstances.Besides,using mind map as the guidance to create questions.Thirdly,designing questions for the end of class.This part would include five kinds of methods.The first was creating the memory type of questions to improve students'abilities to summarize.The second was creating the comparative analysis type of questions to help students understand biological concepts.The third was creating questions that extend to the study of next class to cultivate students' problem consciousness.The fourth was creating application type of questions to guide students to apply their konwledge.The fifth was throwing out controversial issues to cultivate students' critical thinking.The guiding principles behind these strategies were especially refined in the paper.Including four aspects.Firstly,focusing on core concepts to promote the formation of life concepts.Secondly,emphasizing on practical quesitions to cultivate the students' scientific inquiring ability,as well as,to practice the ability of thinking.Thirdly,paying attention to social issues to improve social responsibility.Fourth,keeping a watchful eye on individual differences to improve the suitability of questions.In addition,comprehensive suggestions would be given to improve teachers' abilities to design questions.Including optimizing the presentation of questions,widely collecting materials related to questions,collecting questions from students,and strengthening the reflection.The strategies explored in the paper could provide references for teachers when they design questions.The unique analysis of the differences and causes between teachers in different stages of development may be meaningful for novice teachers to find out their existing problems.Then they could take measures to improve.