Research On The Application Of Creating Question Situations In The Teaching Of Biology Concept In Senior High School

The “Ordinary High School Biology Curriculum Standards(2017Edition)” further builds a content system around core concepts,attaches importance to the concept of the discipline as the core,makes the content of the course structured and contextualized,and pays more attention to cultivating students' ability to use knowledge to solve practical problems.From the “knowledge point” to the “core literacy”,and then promote the teaching reform.Based on the problem situation,the creation of a problem that is conducive to the problem of students' problems raises students' deep thinking.How to give full play to the advantages of problem situation teaching and improve the effectiveness of concept teaching should be a subject worthy of further study.This article takes the core concept of biology as an example,the basic procedures of biological concept teaching are combined with different types of problem situation teaching to improve the classroom quality of biological concept teaching.Based on the literature research method,based on the summary of the concepts,research status and theoretical basis of concept teaching and problem situation,the biological concept of “Molecular and Cell” module is taken as the main teaching content,and the compulsory one of high school biology is summarized.The relevant concepts in the module are suitable for creating problem situations for teaching.A study on the concept teaching practice based on problem situation creation was carried out for students from two classes in the first grade of a middle school in Baotou City.The survey method was used to investigate the interest and attitude of students' learning biology concepts before and after the study of teaching practice,the awareness of problems and the application of teachers in the teaching of biological concepts.In the process of teaching practice,based on the principles and methods of creating problem situations,the author summarizes the relevant strategies for applying different types of problemsituations in the concept teaching process.The teaching cases are designed and implemented under the guidance of the first-line teachers.The results showed that:(1)The post-test results of students' interest and attitude towards concept learning were significantly higher than those of the previous test(p<0.05),and the difference was statistically significant.(2)The post-test results of the level of students' self-question and the level of independence of thinking problems were significantly higher than those of the previous test(p<0.05),and the difference was statistically significant;however,the difference in questioning ability of students before and after the experiment was not obvious(p>0.05).This study shows that creating problem situations in concept teaching can improve students' interest and enthusiasm for concept learning;cultivate students' habit of actively thinking about problems;and then help students construct a complete biological knowledge structure and promote students' transfer of concepts,Conducive to the development of students' core literacy of biology.However,due to the short research time and the lack of teaching experience,the author still has many shortcomings.Further research is needed in the future.