Research On Design And Application Of High School Biology Teaching Problem Series

High school education,as an important part of basic education in China,plays an important role in the talent training system of our country.According to "the ordinary high school biology course standard issued by the Ministry of Education(2017 edition,revised in2020)",it is explicitly pointed out that teaching should be implemented in the biology subject core literacy.And problem of teaching as an important way in biology teaching,for students biology science literacy level plays an important role.Part is influenced by many factors.Although high school biology teachers can apply problem teaching in biology teaching,but more is to emphasize the application of knowledge,and the problem of string ignore gradation design.This is not only bad for students to master knowledge of biology,but also unfavorable to students’ biological science literacy level of ascension,which caused the author’s interest in research.Starting from the concept of the new curriculum in high school,the author conducts an in-depth research on the background of the current problem string design in senior high school biology teaching through systematic analysis of literature,and puts forward the task of this research as well as the relevant methods and significance.By defining the concept of question string design,this paper summarizes the value of question string teaching in improving students’ biological literacy,and proves the value of question string design from the basic theories of psychology and pedagogy.According to the new requirements,the author,based on the molecular and cellular modules,are required to finish the core content,conclude that structure function class,process knowledge,experiment exploring knowledge,scientific exploration on how to construct knowledge problem list,and combine the design problem of biology science literacy,and apply it to education practice.The educational experiment in this paper is carried out in Fuyang Chengjiao Middle School,taking two parallel classes of grade one as the research object,and taking the module of "Molecule and Cell" as an example to study the application of problem design in high school biology.In order to verify whether question-based teaching can improve students’ academic performance,the author took the first monthly test results of the school where he practiced as a T-test,and the second monthly test,midterm test,third monthly test and final test as a post-test.After comparing students’ scores in each test and conducting significance analysis,the author found that: The P value of the experimental class dropped from 0.93 in the first monthly test to 0.01 in the final test,and the average difference between the experimental class and the control class increased from almost the same in the T-test to 4.95 in the final test.It can be seen that the series of questions teaching is helpful to improve students’ academic performance.Through the analysis of the results of the questionnaire,it is found that the application of the string of questions in biology teaching can effectively improve students’ interest and attitude towards biology learning,and at the same time,it is of great help to the effect of the question.Therefore,it can be seen that the teaching of question series is of positive significance to improve students’ biological learning performance and subject literacy level.