Research On Problem Chain Design Strategy In Biology Teaching In Senior High School

"Scientific thinking" is one of the aims of talent cultivation proposed in the 2017 edition of biology curriculum standards.Cultivating scientific thinking lies in enabling students to form the habit of scientific thinking in proposing,analyzing and solving a series of logical problem situations.What’s more,the source of the logical problem situations depends on careful designs of teachers.Although problem-based teaching is a common teaching method,if there is a lack of thinking and systematicness among the questions raised in a class,the classroom structure will be loose and messy,sometimes even affecting the teaching progress and teaching effect,let alone to cultivate students’ thinking habits through those questions.Therefore,it is crucially important to carry out the research on problem chain design strategy in the process of senior high school biology teaching to develop scientific thinking and improve their core competence and values level.Firstly,this study collected the theoretical researches related to problem chain in the field of education through the method of literature research,and clearly defined the connotation and extension of the concepts of "problem chain" and "problem chain design".According to Piaget’s Cognitive-developmental Theory,Constructivism Learning Theory,Zone of Proximal Development,PBL Teaching Model and other theoretical foundations,through the analysis of previous research results,the conclusion is as follows:The problem chain design should follow the principles of logicality,hierarchy,moderation,interest,inspiration,purpose,accuracy and effectiveness.Then,through the method of questionnaire,this paper investigated and analyzed the current situation of questioning in senior high school classroom.It is found that the current situation of classroom questioning among senior high school teachers is quite well generally,but there are also some problems that need to be improved,such as asking some questions that have no value of thinking,no presupposition of the questions,asking questions at will,designs of the questions not emphasizing systematization and logic or not in agreement with the student’s cognitive level-and so on.The survey also brought some inspiration to the study of the design strategy of the problem chain;First,the relatedness and progressiveness of the problems should be attached importance to,and the problems ought to be designed as a chain.Second,the design of the problem chain ought to not only aim at the teaching content itself,but also direct at the learning situation of the students.Third,the design of the problem chain should follow the basic principles,such as systematization and logicality.Fourth,reflecting and optimizing of the problems should be done in a timely manner after class.On the basis of the above theoretical and practical analysis,taking the Compulsory I of high school biology "Molecules and Cells" published by PEP as an example,the teaching contents in the textbook were summarized and sorted out.The knowledge points in the textbook were divided into three different knowledge types:factual knowledge,conceptual knowledge and procedural knowledge according to Bloom’s Taxonomy of educational objectives.Using case analysis method,according to the different characteristics of the three knowledge types and the analysis of the specific teaching contents in the teaching materials,this thesis put forward the corresponding problem chain design strategies and design ideas.For factual knowledge:grasp the whole and then put forward simple questions,then break down the knowledge points and present the details step by step,finally summarize.For conceptual knowledge:analyze the components of the concept and extract the key features,design the progressive problem chain according to the key characteristics,then guide the students to organize,process and summarize the concept,finally sublimate the question to the application level.For procedural knowledge:first clarify the basic knowledge or operating procedures,then classify the teaching key of each link,at last,sort out the regular relationship between links and organize the problem chain.Finally,through the empirical study on the teaching of biology problem chain,the results were statistically analyzed and we found that,the use of problem chain design strategy in teaching practice was helpful to students’ problem solving ability.Through the guidance of problem chain,students could think about and solve problems at different levels and in different depth.In this process,the students could exercise their capabilities of problem-solving and develop scientific thinking habits;the use of problem chain design strategy in teaching practice also played a certain role in promoting the improvement of students’ biological achievement.Problem chain teaching could cater to the cognitive characteristics of students and helped students improve the efficiency of knowledge reception,so as to improve the academic performance of biology.