The Application Of "Situation+Question String" Teaching In Biology Teaching Of Senior High School

The development of China today needs scientific and technological talents with problem awareness and innovation awareness;The new curriculum standard proposes that the core quality of the discipline is the quality and ability that students should have in the new era,and students need to learn to deal with biological problems in real situations;Today’s educational examination not only focuses on the ability of students,but also often places the knowledge learned in a new situation to examine the ability of students;In the current situation of biology teaching,the implementation of the teaching of "situation+question string" is hindered.Based on the above research background,this study combines question string and situational teaching,studies the principles and strategies of teaching design of the "situation+question string" teaching,and applies this teaching model to practice.Through reading a large number of literature,this study defines the question string teaching and situational teaching,and sorts out the current research status of question string teaching and situational teaching at home and abroad.Under the guidance of "Biology Curriculum Standards for Ordinary Senior High School",situational cognition theory,problem driven theory and problem teaching theory,the application and research of "situation + question string" teaching of senior high school biology are carried out by literature research method,case analysis method,statistical analysis method,teaching experiment method,interview method and observation method.This study summarizes the teaching design principles and strategies of the "situation + question string" teaching in high school biology.The creation principles of the "situation + question string" teaching need to pay attention to the objective principles of "situation" and "question string";Pay attention to the scientific principle of "situation" and the logical principle of "question string";Pay attention to the problematic principle of "situation" and the situational principle of "question string";Pay attention to the principle of "situation" to arouse students’ interest;Pay attention to the principle of "situation" through practice and life;Pay attention to the development principle of "question string".On the basis of following the above principles,this paper summarizes five strategies that can be used in the context creation of the "situation +question string" teaching:(1)using modern educational technology to create the context;(2)Use experimental activities to create situations;(3)Use students’ life experience to create life situation;(4)using traditional cultural stories,poems and proverbs to create situations;(5)Use the history of science to create situations;(6)Make use of social hot spots and news to create situations.Four strategies can be used in the question string design of "situation + question string" teaching:(1)stimulate students’ interest in learning by creating situational question string;(2)Grasp the key words to expand the set of questions,breakthrough conceptual knowledge;(3)After the whole set of problems,break through the factual knowledge;(4)According to the program setting flexible question string,breakthrough procedural knowledge.On the basis of following the above principles and using the above strategies,three typical cases of the teaching of "situation+question string" were designed.Taking teaching case 1 "Characteristics of the population",teaching case 2 "Environment of cell life",and teaching case 3 "Sexual inheritance" as examples,the biology teaching design of the teaching of "situation+question string" was compiled.After a semester of biology teaching practice,it was found that,The teaching of "situation+question string" has the following practical effects:(1)Give full play to students’ enthusiasm for learning,guide students to take action,improve students’ interest in learning,and stimulate students’ learning;(2)The students’ academic achievements have obviously increased,which also promotes the cultivation of students’ core literacy in biology;(3)It is observed that students’ ability to ask and solve problems has been significantly improved,and their love for biology has been significantly improved.