Analysis Of The Action Effect Of Influencing Factors On The Ability Of Grade-10 Students To Ask Questions In Biology

The ability to ask questions is thought to be an important scientific skill to be mastered by students.Foreign research shows that asking questions frequently is an effective method to encourage and improve the learning performance of students.This study aims at analyzing the factor and action effect to affect the ability of the grade-10 students to ask questions in biology.This study makes the self-prepared investigation questionnaire,test papers and the outline of interviews with teachers as study tools and the grade-10 students in several high schools in Chenzhou as study objects.This study sorts out all kinds of influencing factors of the ability of students to ask questions in biology by sorting relevant literature.Based on the designed questionnaire,the study analyzes the current situation of the ability of grade-10 students to ask questions in biology with test papers and evaluation tools.There is an analysis of the variables of influencing factors and the test results with AMOS24.0 and SPSS25.0.The following conclusions are drawn through the study:(1)The psychological status of grade-10 students to ask questions is unwilling or afraid of asking.11.0% of the students are extremely weak in interest and learning motivation for the subject of biology.69.3% of the students have no biological knowledge network and a worse understanding of the concepts and phenomena of biology.The study shows that the disorder of knowledge seriously hinders the development of the student’s ability to ask questions in biology.(2)Teachers have active responses to the questions asked by students,but they lack the cultivation of students’ abilities due to the influence of exam-oriented education.Currently,the dominant teaching method used by teachers is the lecturing method,while they seldom use such teaching methods as inquiry teaching and situational teaching to boost the student’s ability to ask questions.In addition,they would not conduct the questioning activity throughout the entire daily teaching.(3)The overall ability of grade-10 students to ask questions in biology is so weak.Seen from the perspective of gender,boys are more capable to ask questions with inquiry value and creativity than girls;while girls have better performance in the clarity of problem expression than boys.(4)The educational environment significantly affects the teaching ability of teachers and the cognitive level of students.The teaching concept of teachers does not have a significant influence on the ability of the students to ask questions in biology,but there is a significant influence on the cognitive level of students and the teaching ability of teachers.The teaching ability of teachers significantly affects the cognitive level of students but slightly affects the teaching concepts.The cognitive level of students and the emotion of asking questions significantly affects their ability to ask questions in biology.There is a very significant positive influence between the emotion of students asking questions and their cognitive level.Through the structural equation model built in this study,it is found that the emotion of students asking questions and their cognitive level directly affect their ability to ask questions in biology,and the direct effects are 0.513 and 0.503 respectively.The indirect effect of the teaching ability of teachers on the student’s ability to ask questions in biology is 0.681.The indirect effect of the teaching concept of teachers on the student’s ability to ask questions in biology is 0.151.The indirect effect of the educational environment on the student’s ability to ask questions in biology is 0.258.Based on the reality of the investigation result,this study proposes several suggestions as a reference for front-line teachers to develop the student’s ability to ask questions in biology.