Solving Ability Research And Implementation Strategies Of Open Questions In Biology In Grade Of Junior School Students

With the times developing,and education is constantly reformed.In the twenty-first Century,it becomes the era of knowledge economy.It puts forward higher standards for education and teaching,requires the full implementation of quality education,and cultivates innovative talents.The traditional teaching methods emphasized more on knowledge acquisition and neglect the cultivation of innovative ability.Therefore,the reform of classroom teaching is imperative.As far as the "problem" link in the teaching,the open question has higher requirements on the students’ thinking and application,and is more in line with the present form of "problems" under the background of the times.It can also cultivate students’ innovative spirit and creative ability.As a way of problem presentation,the proportion of opening problems in classroom teaching and examination gradually increases.In recent years,the frequency of opening questions in biological competitions and biological examinations has increased year by year.The test questions emphasized the diversity of the answers and encourage students to answer questions in multiple ways and levels.As a special student group,it is essential for us to study the ability of grade one students in junior school to solve biological opening problems and to investigate their attitude toward biological opening problems.Therefore,this study is intended to provide some reference for improving the ability of junior students to solve open problems in teaching.In order to better study the ability of first year students to solve the problem of biological openness,and investigated the attitudes of grade one students towards opening biological problems.The main contents of this study are divided into three parts.The first is to use the method of test investigation to understand the present situation of the students’ ability to solve the biological opening problem.Through the observation of students’ problem solving process and the evaluation of the conclusions of the problems,it was found that the ability of grade one students to solve biological opening problems is far less than their ability to solve closed problems.At the same time,the students’ ability to solve different types of biological open problems is not the same,specifically: open thinking> open conclusion>open conditional> comprehensive open type.The second is to use a questionnaire survey to understand the attitudes of junior students toward the opening biological problems,and to analyze the degree of students’ acceptance of the value of openness in biology.The results show that,although students of the first grade generally think that it is difficult to solve the problem ofbiological openness,they are still interested in biological opening issues and hope to introduce such issues into classroom teaching.Based on the research results,we aim to improve the ability of junior students to solve biological opening issues in classroom teaching,the author puts forward following teaching suggestions of biological opening problems: creating real situations,building a low starting point,promoting the in-depth exchange of the group,and encouraging the idea of the possible scheme.At the same time,these teaching suggestions were used into biology teaching,and the results found that the teaching of biological opening problem could not only help junior students better master biological knowledge and understand the connection between knowledge,but also improve their interest in learning and cultivate their innovative ability and so on.The improvement of students’ ability to solve the biological opening problem is an important way to help them understand knowledge,cultivate their innovative ability and improve their interest in learning.At the same time,it could lay a solid foundation for the cultivation of competitive high-quality talents.