Design And Application Of Question String In Biology Classroom Teaching In Senior High School

China began the ninth curriculum reform in 2018,which not only continues the essence of the past curriculum reform,but also put forward the following requirements to teachers,including guide students to participate actively in inquiry activities,train students to find problems and raise questions.So as to enhance the students’ Problem conscious.The teaching method of question chain is an effective method to promote students to continuously build a complete knowledge system,which reference teaching content,according to the rules of students’ cognitive development,around the teaching objectives of each class,the teaching content is set as a series of problems with different hierarchical structure.This method has two functions: first,it can effectively stimulate students’ thinking in the process of building knowledge system independently;Then,in the process of solving problems,students develop problem awareness,so as to improve their ability to find and solve problems.Thus it can be seen that the teaching method of question chain embodies the core idea of curriculum reform.In order to understand and explore the effectiveness of question chain in high school biology teaching,this paper,on the basis of sorting out and analyzing the relevant scholars’ research,mainly carries on the following aspects: Firstly,using the literature research method,to sort out the background of the topic selection and the current research situation at home and abroad,and proposes the purpose,significance and method of this topic.Secondly,on this basis,the related concepts such as problem,question chain teaching are defined.and the theoretical basis of problem chain teaching is clarified.Again,according to the requirements of the new biology curriculum standard(2017 edition),the author combed the knowledge content of "molecule and Cell" module of biology compulsory1 in senior high school.It is divided into four kinds of knowledge types,which contains life concept,scientific thinking,scientific inquiry,social responsibility,and puts forward the design principles and methods of question chain according to different types of knowledge.Finally,according to the classification of above knowledge,the teaching of "problem chain" is designed and combined with the teaching design,theteaching practice of high school biology problem chain is carried out.The author has carried out teaching practice in a demonstration high school in a provincial level of Guizhou Province.Through the method of questionnaire investigation and the comparison of students’ scholastic attainment,this paper analyzes and evaluates the application effect of question-chain teaching.The statistical analysis of the questionnaire shows that after the application of question chain in biology teaching,it can stimulate students’ undefined interests in learning biology,further correct their attitude to study,and improve their enthusiasm,etc.It has been found that the application of question chain in biology teaching has played an important role in stimulating students’ undefined interests in learning biology.After the implementation of the question series teaching,the students summarize the biological concept,construct the knowledge system diagram,improve the rational thinking,and establish the problem consciousness through the self-induction,the summary of the biological concept,the construction of the knowledge system diagram.To sum up,the use of question-chain teaching strategy is feasible and effective in biology teaching in senior high school.It can not only improve students’ undefined learning quality to a certain extent,but also lay a foundation for students’ undefined all-round development.