A Practice Study Of IRF Questioning Mode In Teaching Of High School Biology Review Class

The 2020 revision of the National Biology Curriculum Standards for Senior High School（2017）points out students are required to actively participate in learning,acquire biological knowledge,form the habit of scientific thinking and a positive scientific attitude,and develop the ability of lifelong learning and innovative practice in the process of asking questions,obtaining information,looking for evidence,testing hypotheses and discovering laws.The IRF questioning mode is a teaching method of follow-up questioning after teachers’ questions（I）,students’ answers（R）,and teachers’ feedback or follow up（F）.The application of IRF questioning teaching in senior three biology review class.It helps students grasp the internal logical relationship of knowledge concepts,summarize and memorize conceptual knowledge as a whole,and build a complete knowledge system,so as to improve learning efficiency and problem-solving ability;Secondly,due to the pressure of college entrance examination and heavy teaching tasks,the classroom atmosphere of the senior three review class is heavy,and students passively accept knowledge.Through IRF theory,students’ answers,teachers’ feedback and other links,we can enhance the interaction between teachers and students,activate the classroom atmosphere and improve the teaching efficiency.By consulting the literature,this study sorts out the research progress and related teaching theories of IRF questioning mode teaching at home and abroad,and initially forms the questioning teaching strategy.Taking the two parallel classes in the third grade of a senior high school in Siziwangqi as the research object,both classes used the IRF questioning model to carry out a12-week teaching practice to explore the impact of the application of the IRF questioning model on the biology review class of senior three.According to the curriculum standard,learning situation,and teaching progress,the problem design was carried out for each topic of the first round of review in senior three.Taking the textbook content of the compulsory 2 Genetics and Evolution and the compulsory 3 Homeostasis and Regulation of the high school biology of the People’s Education Edition as the research content,the IRF question teaching cases were designed.During the research process,continuous improvement was made and a relatively complete teaching strategy was gradually formed.In the process of practical research,the methods of teacher interview,questionnaire survey,case analysis and biology examination score analysis were used to carry out IRF teaching practice research.The results are as follows:（1）Through teacher interviews,it is found that teachers generally believe that the use of IRF questioning mode in the teaching of biology review class can help senior three students to effectively recall biological knowledge,build a complete knowledge system,improve students’ problem-solving ability and improve students’ interest in learning.However,most teachers lack the understanding of the IRF questioning mode and use it less.（2）After analyzing the questionnaire post-test data of the two classes,in the three dimensions of problem-solving ability,teacher-student classroom interaction,and biological learning attitude,the results of the survey data are higher than the pre-test,and the difference is statistically significant（P<0.05）.It shows that the use of IRF teaching mode has significantly improved students’ problem-solving ability,learning attitude and classroom teacher-student interaction in the.The post-test data of learning interest showed that it was improved to a certain extent,but the difference was not statistically significant（P>0.05）.（3）The analysis of students’ mid-term and final biology examination results shows that the average scores of students in the two classes have improved to a certain extent compared with the grade average scores,and the excellence and pass rate of the two classes have been significantly improved compared with the grades.The ranking of each class has also improved significantly.It proves that the application of IRF questioning mode has positive significance for improving learning efficiency.（4）The IRF questioning teaching strategy has changed teachers’ common teaching methods of review courses,and also improved students’ classroom performance and learning methods.IRF questioning teaching achieves the classroom teaching mode of student-centered and teacher-led.Students think actively under the guidance of teachers’ questions,which reflects the core literacy of biology.To sum up,the application of IRF questioning mode in the teaching of senior three biology review classes can effectively improve students’ learning efficiency,cultivate students’ problem-solving ability and learning interest,correct students’ learning attitude,and promote active interaction between teachers and students in the class,and provide reference for front-line teachers to carry out review class teaching.