Research On Problem Design Of High School Biology Teaching Based On ICAP Framework

Good classroom questioning can activate students’ thinking and encourage them to actively engage in classroom learning.Studying the design of high school biology problems can make "asking" more efficient and also improve teachers’ level of "asking".This paper focuses on the effectiveness of designing high school biology teaching problems based on the ICAP framework,using methods such as quasi experimental research.Firstly,referring to relevant literature both domestically and internationally,construct a general process for problem teaching based on the ICAP framework;Subsequently,teaching practice was carried out in a rural high school in Guangdong province,with the experimental class using problem based teaching based on the ICAP framework,and the control class using conventional teaching.Analyze students’ academic performance through pre and post tests and evaluate the effectiveness.The results show that:(1)There is no significant difference between the experimental class and the control class in overall performance,active learning(A)dimension and constructive learning(C)dimension.(2)The overall average score of the experimental class in the post test was 31.24,with an A dimension of 15.33 and a C dimension of 15.91,which were slightly lower than the overall average score of the control class in the post test of 32.65,A dimension of 16.18,and C dimension of 16.47.(3)Through incremental analysis,it was found that the experimental class had a slightly higher C-dimension than the control class(1.24>0.51).(4)Through paired sample t-test,the academic performance of the experimental class after the experiment was slightly higher than before.The main conclusions of this study are as follows:(1)Problem based teaching based on the ICAP framework has a certain impact on improving students’ academic performance and cultivating their reasoning ability.(2)Problem based teaching based on the ICAP framework can improve the dull classroom atmosphere.(3)Problem based teaching based on the ICAP framework is beneficial for promoting teachers’ professional development.