Research On The Application Of Qu: Est Teaching Strategy In The Teaching Of Senior High School Biology Concepts

The General High School Biology Curriculum Standards(2017 Edition and 2020Revision)takes the core literacy of biology as the fundamental task and value pursuit of the high school biology curriculum,and emphasizes the importance of concept teaching in cultivating core literacy.As the core of biology teaching,conceptual teaching is a problem that educators should consider and solve around how to carry out effective classroom teaching.Qu: Est Questioning Understanding: Empowering student thinking uses questions to help students construct concepts.Therefore,this study intends to combine Qu: Est teaching strategy with concept teaching in order to improve the effect of concept teaching,further enrich the teaching and research of high school biology concepts,and provide new ideas for front-line teachers.This study is divided into four parts: literature research method,case study method,classroom observation method,questionnaire survey method,etc.,including analyzing the research content,sorting out the theoretical basis,carrying out practical research,and analyzing the research results.In terms of analyzing the research content and sorting out the theoretical foundation,the literature research method was used to collect and sort out the research background and research status of concept teaching and Qu:Est teaching strategy,and understand the research dynamics and trends,and found that Qu: Est teaching strategy was relatively lacking in biological concept teaching.By sorting out the literature,the core concepts of this paper are described,the relationship between Qu: Est teaching strategy and conceptual teaching is analyzed in depth,and the theoretical basis of research is determined.In order to comprehensively explore the effect of Qu: Est teaching strategy in the teaching of high school biology concepts,a practical study was carried out in the first year of high school in HF City,AH Province.Firstly,the structure of the module “Molecules and Cells” is analyzed,the application principles of Qu: Est teaching strategy are summarized,and the teaching program of Qu: Est teaching strategy is constructed.Secondly,select teaching content,design teaching cases,and consult front-line teachers to improve teaching design.Research objects were selected and divided into experimental classes and control classes to carry out classroom teaching practice.During the practical teaching period,the students’ behavior performance in the classroom was recorded with the help of classroom observation method,and after the end,the concept test questions and Qu: Est teaching strategy implementation effect questionnaire were distributed to understand the effect of Qu: Est teaching strategy applied to concept teaching and students’ views on Qu: Est teaching strategy.Finally,Excel 2022 and SPSS 26.0 analysis software are used to perform data statistics and analysis to clarify the conceptual teaching effect of Qu: Est teaching strategy.Based on the results of concept testing questions,classroom observation sheets and questionnaires,the following conclusions are drawn: first,Qu: Est teaching strategy can effectively improve the concept teaching effect;Second,the concept teaching of Qu: Est teaching strategy can effectively improve students’ interest and enthusiasm for learning biological concepts.Third,Qu: Est teaching strategies can help students develop their own abilities.At the same time,based on the research conclusions and their own practical experience,the following teaching suggestions are put forward:(1)First,combined with the curriculum standards,analyze the teaching materials and students’ original cognition,and flexibly improve the level of questioning;(2)When using Qu: Est teaching strategies for classroom questioning,it is necessary to pay attention to the dialogue between teachers and students;(3)According to the teaching content,reasonably plan the order of thinking operations of Qu: Est teaching strategy.