Research On The Application Of KWLS Model To Cultivate Students’ Questioning Ability In Senior High School Biology Class

With the promulgation of the General High School Biology Curriculum Standard（the2017 version,revised in 2020）,the key literacy of the subject of biology was clearly stated,including the requirement of the ability of scientific inquiry,which refers to guide the students to discover the problems existing in the real-world.The “new standard” also cultivates the abilities of observing biological phenomenon,asking relative questions,designing and implementing examination plans,and discussing the research results.So it is obvious that the“new standard”focus on cultivating and improving the students’ ability of questioning.Questions play a important role in research because only when students put forward questions,they can actively conduct study.The process of scientific inquiry is generally based on the certain questions,so cultivating students’ questioning skills is an important prerequisite for developing their scientific inquiry skills.Currently,there are few studies based on the KWLS teaching model to promote students’ questioning ability,and some experiments have been proved that the KWL model,the predecessor of the KWLS model,is a reliable path to develop students’ questioning ability.Therefore,it is of great theoretical and practical significance to consider how to use KWLS to improve students’ questioning ability in high school biology teaching.According to the current status of research on KWLS teaching model and questioning ability of students,this study in light of the characteristics of the biology curriculum,will construct the KWLS model path and apply it to the improvement of students’ questioning ability.After investigation and teaching practice,the research results are as follows:（1）the P-value of the total score of questioning in the experimental and control classes in the post-test was less than 0.05,indicating that the KWLS model is conducive to the cultivation and improvement of students’ questioning ability;（2）Under the second dimension of questioning ability,the P-values of the experimental and control classes in terms of questioning awareness and the amount of questions were less than 0.05 in the post-test,indicating that the KWLS model was effective in improving students’ questioning awareness and increasing the amount of questions.In the post-test,the P-values of the experimental and control classes in terms of questioning quality and question expression quality were exceeded 0.05;however as the study progressed,the P-values gradually converged to 0.05,and the experimental and control groups were greater than before,indicating that the KWLS model can promote the quality of students’ questioning and expressing;（3）The P-values of the final biological examination grades of the experimental and control groups obtained in the post-test were less than 0.05,indicating that the KWLS model could improve students’ performance in biology to some extent.Based on the above results,we can conclude that（1）the KWLS model with the help of extracurricular materials and "brainstorming" can stimulate students’ potential and develop their creative abilities,thereby improving their learning effect;（2）The KWLS model allows students to recall what they have learned,review and organize their knowledge,and establish the connection between old and new knowledge,thus promoting meaningful learning;（3）Through sharing,the KWLS model can help develop students’ critical,reflective and inductive analysis skills,which in turn cultivates students’ critical thinking and scientific inquiry skills;（4）The KWLS model requires students to work cooperatively to complete the tasks,which help enhance students’ sense of teamwork and develop their collaborative skills.For perfecting the findings and promoting the subsequent study,the author proposes the following teaching suggestions:（1）To reasonably arrange the teaching contents and improve teachers’ teaching level;（2）Selecting suitable pre-study materials and making micro-video guides;（3）Teachers should teach students how to ask questions and learn to draw inferences about other cases from one instance;（4）Teachers should provide timely feedback and evaluation,which based on students’ individual differences,to different students.