| Problem consciousness is the power of thinking and the precondition of innovation. It's the embodiment of the new course reform to bring up students' problem consciousness and the point of departure to foster students' creative ability, which benefits bringing up students' critical thinking and their intending development. It's consensus for scholars at all times and in the all over the world to regard highly the development of students' problem consciousness. But it's also a question about lack of problem consciousness, accepting knowledge passively and weak ability of quiz for our students. Through investigation and discussion with students and teachers, we find that, in general, student's ability of asking questioning is weak, which appears as: only few students ask questions actively and the type of questions is limited. Most students dare not, or are unwilling to ask questions, or are not good at asking questions. After careful analysis, we think that main reasons to affect students' .asking, questions are teaching atmosphere, circumstance, teaching concept, individual personality, authority, information obstacle, strategy, method of evaluation and time. And they are important factors in presenting our own teaching strategies.The thesis point analyzed the contents and the theories foundation of "problemconsciousness", mainly elaborated the importance of development of students' problem consciousness and the principle about asking questions in classroom teaching. It did some try beneficially about how to train students' problem consciousness through different path in biology classroom teaching in the senior high school. In this thesis, the author also established problem scenario elaborately to let students "want to ask", aroused students "like asking" using some evaluation language. changed the students' study method to let them "ask for asking", teached students the asking technique to let them "be good at asking" .
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