Design And Practice Of Effective Problems In Biology Teaching In Senior High School

Q&A is one of the most basic ways of communication between people,and it is also the most basic form of communication between teachers and students.Effective questions are the key medium in this type of dialogue.In order to comply with the requirements of personnel training in education reform and development in the new era;Meet the " advocate inquiry learning " proposed in "Ordinary Senior High School Biology Curriculum Standards(Experiment)",and train students’ "ability to analyze problems and solve problems" requirements for biological classroom teaching;Comprehensively improve students’ biological science literacy and meet their individual development needs;As well as reflections on the inadequacies of own teaching practices,the need to improve the effectiveness and ability of own teaching.This article takes the design of effective questions as the starting point,and conducts design and practical research on effective problems in high school biology teaching.This study is based on the theory of constructivist learning,the theory of "recent development zone" and Dewey’s "five-step thinking" theory.From the two aspects of "problem teaching" and "problem design",we have combed the existing research at home and abroad.Taking 260 students from an ordinary high school in Qinan County,Gansu Province,and the 18 biology teachers in the school as research subjects,using literature analysis,questionnaire survey,interviews,classroom observation,and case analysis.The investigation and analysis of the status quo of the effective design of the research school teachers,combined with the analysis of the existing design principles and characteristics of effective issues,proposes a targeted strategy: Improve teachers’ awareness,strengthen the study of theoretical knowledge,carefully understand and analyze academic conditions,fully consider the students’ cognitive level,proficient in teaching materials,strictly follow the principles of question design,clarify problem goals,and improve the accuracy of language expression.Finally,the design and implementation of effective problem in practice,analysis of the effect of practice found: For students,designing effective biology teaching problems can increase students’ recognition of classroom issues,help students to improve their interest in learning,change their attitudes,help students solve puzzles in their studies,and improve students’ problem awareness and promote the development of thinking;For teachers,the design of effective questions can enhance the teachers’ understanding,promote the study of theoretical knowledge,promote teachers’ understanding of students,and improve teachers’ problem design ability and accuracy of language expression.At the same time,the experience was summed up through practice,some suggestions were made,and the entire study was rethought and looked forward.The purpose was to expect to continue to adhere to and improve the research on the design of effective issues in the future practice.