A Practical Studay Of Jigsaw In The Teaching Of History Of Biological Science In High School

Facing the needs of the new era and the new curriculum reform for the development of talents,how to use teaching methods reasonably and effectively to complete the classroom teaching task is the key task for teachers to practice and study.Through the analysis of various teaching methods at home and abroad,it is found that the process of "problem" as the carrier,creating problem scenarios,raising problems,analyzing problems and solving problems is the most effective.The implementation of this effective teaching process uses the problem driven teaching method.It can cultivate students' internal logical thinking consciousness,establish logical thinking system and improve students' learning ability.First of all,this paper investigates teachers' and students' understanding of the problem-driven teaching method.From the two perspectives of teachers and students,we can understand the current situation of implementing the problem-driven teaching and the difficulties that need to be overcome.In the investigation,it is found that most of the students do not pay enough attention to biology,their problem consciousness is weak,they are not good at expression and logical thinking confusion.In the teacher questionnaire,most of the teachers agree with the problem driven teaching method,but they think that they lack the knowledge and skills in creating problem situations,effectively asking questions,dealing with students' answers,guiding problem solving and so on.In view of the problems found in the above survey,the author has formulated the corresponding problem driven teaching principles and strategies.The principles put forward in this paper are: the principle of moderation driven by problems,the principle of subjectivity,the principle of inquiry,and the principle of systematization.These principles are put forward in order to make rational and effective use of problems in teaching.The teaching strategies of this paper can be summarized as follows:(1)creating problem situations and guiding students to explore scientifically;(2)using cognitive conflict teaching to improve their theoretical basis;(3)reasonably setting effective questions and developing in-depth problem-solving thinking;(4)developing problem-solving awareness and logical reasoning ability;(5)effectively guidingproblem-solving and strengthening students' cognitive system,and According to the principles and Strategies of teaching practice research.In practice,the control class and the experimental class are set up to use the problem driven teaching method.Through practice,the author found that the experimental class students' classroom teaching atmosphere is active,students' learning enthusiasm and strong interaction with teachers,students can take the initiative to answer questions and have the courage to express their own views,can master and use knowledge well,and greatly improve their academic performance.In contrast,the students in the control class have dull classroom atmosphere,low enthusiasm,poor understanding ability of biological thinking,unstable knowledge control,and the application of laws and methods is often "rote learning".This shows that the problem driven teaching method can take students as the main body,cultivate students' problem thinking consciousness,establish students' internal logical thinking system,strengthen students' logical thinking ability,and enable students to analyze and solve problems independently.Therefore,the problem driven teaching method can be popularized and used in the future teaching.