Practical Research On The Problem Chain Teaching Mode In The Teaching Of High School Biology Big Concepts

"Focusing on big concepts" is one of the important concepts of the new curriculum standard in 2020,and the increasing importance of "core competencies in biology" is an important sign that the new curriculum reform concept is deep-rooted to personages.Biology grand concept is a valuable part of the concept of life concept in biology core accomplishment.It is teachable and learnable,and the ultimate goal is to solve the biological problems in life.Questioning is an essential part of classroom teaching.Effective questioning is an important channel for students to acquire knowledge,and keeps learning motivated in maintaining students’ enthusiasm in the classroom and forming a knowledge framework.However,in teaching practice,some teachers ask questions for the sake of asking questions,ignoring the logic and correlation between questions and questions,which makes it difficult for students to build a systematic subject knowledge framework in the learning process.Based on this,this study is based on the teaching of big concept.And this paper investigates and analyzes the present situation of asking questions in biology teaching in senior high school.Take the chapter "the structure of cell " in the general high school biology textbook published by Zhejiang Science and Technology Publishing House in 2019 as an example.A variety of methods are used to carry out research,and by sorting out the unit concept hierarchy and proposing the principle of creating a problem chain,it provides an effective teaching strategy for the implementation of the new curriculum standard concept "content focus big concept".This paper mainly includes five aspects.The first chapter as the introduction mainly introduces the research ideas and methods of this paper,and through literature retrieval,reads and sorts out the research status of domestic and foreign education circles in the fields of "big concept" and "problem chain".The second chapter is the definition of concepts,expounding the concepts of "big concept","biological concept" and "problem chain".In the third chapter,the author investigates the current situation of biology teaching in middle school through question-based teaching strategies through questionnaires,classroom observations,teacher interviews and other methods.According to the survey results,most teachers attach more significance to classroom questioning,but they do not The logic and correlation between the questions are lacking,and the situation of different classes has great influence on the design of teacher’s question chain.The fourth chapter is practical research.First,the chapter " the structure of cell" is sorted out by three-level concepts,implementing the teaching concept of big concepts,infiltrating the teaching mode of problem chain,and designing new lesson plans.Then,the action research method was adopted,and two classes with similar learning conditions were selected in the practice school to carry out teaching practice for one semester.Through the examination,the students’ mind map drawing is used as the process evaluation index,and the students’ final grades are used as the result evaluation index.The fifth chapter compares and analyzes the biological performance of students in the control class and the experimental class class at different stages,and draws the following conclusions: Applying the problem chain teaching mode to the teaching of high school biology concepts can effectively improve the teaching effect and improve students’ biological performance.And the drawing level of mind map helps to cultivate students’ ability to construct independently.