Research On The Design And Application Of Framework Questions In High School Biology Teaching

Biology education in Senior high school attaches importance to the study of concepts,and the 2017 new curriculum standard also puts forward the course idea of"the concept of content focus",and teaching from the point of view of the problem of big concept can enable students to construct concepts on the basis of understanding and obtain problem solving ability.The research on problem-based teaching at home and abroad has a long history,from the study of the origin of the problem to the establishment of various teaching models,in which the study of the problem string or problem series has been paid attention to by educational researchers,but there are still complicated problems,logic is not rigorous and so on,And the framework problem teaching developed from the problem teaching can deeply analyze the design of the problem string,so that the teaching is out of these predicament.In order to deepen the problem string research,make the problem design in high school biology teaching more reasonable,and help students understand the concept and cultivate the problem solving ability,the design and teaching application of the framework problem is very meaningful.This study uses the literature research method,the observation method,the experiment method and the case analysis method,from the theory and the practice two levels,mainly aims at the human teaching Edition high school biology compulsory three"homeostasis and the environment".In this paper,the design principle and design method of the framework problem are put forward,and the framework problem of each chapter is designed,and finally,three strategies are put forward to solve these problems.In practice,this study selected a middle and senior(4)class and(6)class of all students in internship School,as subjects,through the establishment of experimental class and control classes to carry out the framework of the problem of practical research,the use of classroom observation and test analysis and other methods to explore the teaching effect.The following conclusions are obtained from this study:1.The framework problem is to serve the design of teaching activities,and its design method always revolves around the concept construction.In the design problem,first establish the teaching goal under the core accomplishment,secondly combing the concept and its structure,and then carry on the concrete construction.The design of frame-type problems begins with conceptual construction,and the direction of these problems is still the concept at all levels.2.The solution strategy to the framework problem is to integrate the problem into all kinds of teaching methods.In this study,three kinds of framework problem solving strategies were proposed for the"homeostasis and Environment"module of the humanistic version of high school:?solved the problem with a concept map or a biological map.?the application of framework-style problems in the history of life sciences.?used the"reading guidance method"to reach a problem solution.3.The teaching of frame-type problems can improve students'participation in the classroom.The main body of problem solving in the classroom is students,and the relationship between teachers and students is more equal,which helps to make more students have the desire to answer questions and participate in problem solving.4.Framework problem teaching can help students to establish and understand biological concepts.On the basis of the concept of memorizing,students deepen their understanding of the concept and establish a clearer framework of biological knowledge.5.The teaching of framework problem helps to develop students'problem awareness and problem-solving skills.Students gradually become the main body to solve the problem,teachers play a role in problem solving,students in the framework of the problem teaching,access to analysis,deconstruction of the problem of ideas and methods,improve the ability to solve problems.Students gradually become the main body to solve the problem,teachers play a role in problem solving,students in the framework of the problem teaching,access to analysis,deconstruction of the problem of ideas and methods,improve the ability to solve problems.