The Practice Research On The "Problem Teaching" In High-school Biology Teaching

Nowadays,with the rapid development of science and technology,the demand for talents has become increasingly higher and society urgently needs innovative talents.In2017,the Ministry of Education of the People's Republic of China issued the new' General High School Biology Curriculum Standards(2017 Edition)'',which emphasizes the cultivation of students' core literacy and specifically reiterates the need to develop quality education with determination.In particular,the development of quality education is essentially about cultivating innovative talents.Under this background,the traditional education and teaching model is facing huge challenges and there is an urgent need to change the original teaching model and innovate education and teaching methods.There is an obvious disadvantage of the traditional high school biology classroom,namely the significant subject position of the teacher and the little exchange of ideas between the teacher and the students,which fails to show as well as grow the autonomy of the students.With the new curriculum reform as the general background,the implementation of problem teaching method is promoted.As teachers prepare for lessons,they should particularly focus on the question design aspect.The questions they prepare should be structured,exploratory and logical.In addition,the questions should be as relevant to real life as possible and the language should be concise,precise,easy to understand and inspiring.Furthermore,when teachers ask questions,they should be precise,purposeful and emphasize on the connection between old and new knowledge.Ultimately,when teachers ask questions,they should be kind and give more praise and commendation to students.In problem teaching,special emphasis is placed on the subjectivity of the students,and the teacher's role is no longer that of a loquacious orator.However,as a guide,teachers are able to lead students to think,ask questions and solve problems on their own initiative.Meanwhile,students are encouraged to work in small groups to gain enjoyment and a sense of achievement from their learning,to exercise their thinking and to develop their autonomy,thereby developing the capacity towards lifelong learning.Based on behaviorist learning theories,constructivist learning theories and cognitivist learning theories,this paper applies research methods such as questionnaire survey,literature research,case design and experimental practice methods.To a certain extent,the research on problem teaching in China and abroad has been clarified and the direction and focus of this research has been determined.Moreover,through questionnaire surveys,a certain extent of understanding of the current situation of the application of classroom questioning by teachers and students in this school is obtained,thus providing a basis for the development of a more detailed teaching plan.On the basis of the literature study and the actual research,the author hopes that the following issues can be solved through this study:Firstly,in respect of teachers:(1)Teachers are very "dedicated" and "comprehensive" in their teaching and finish all the points in a limited time.(2)In order to catch up,there is minimal or no questioning.(3)Even though there are classroom questions,they are ineffective and meaningless.For example: "Does an amoeba have a nucleus?"(students answer "yes").Secondly,in respect of students:(1)Solve the problem that students consider learning to be a boring and passive process of receiving knowledge.(2)Solve the problem that students are used to just listening to the teacher's knowledge and do not take the initiative to think and learn.Lastly,it is hoped that this paper provides some insights and practices for schools and teachers involved in the implementation of problem teaching.Through the investigation of the current situation of the application of problem teaching,the case design of problem teaching and the practice of its application,Through applying SPSS23.0 and Excel to pretest and post-test the scores and comprehensive quality of experimental class and control class respectively,the results of pretest show that both classes have no significant difference in the two aspects;while the results of post-test demonstrate that both classes generate significant difference in the two aspects.Therefore,the study reaches the following conclusion:,it is concluded that:The sense of enquiry of students can be effectively activated by problem teaching method,besides students' enthusiasm for learning can also be strongly awakened.Hence,problem teaching can greatly improve students' enthusiasm,initiative and inquisitiveness in learning.