Research And Practice Of Problem Design In Life Science Teaching In Senior Middle School

Long term since, school teachers used to mechanically perfusion textbook knowledge to the students, the lack of thinking collision, interaction between teachers and students, teaching learning this light cramming teaching mode not only limit the students’ learning enthusiasm, initiative, more bound students’ innovative thinking, innovative ability.The two phase of curriculum reform, classroom teaching began to focus on advocacy initiative of the students. Question teaching method so prominent, but because of the lack of scientific guidance, many teachers do not understand th e use of problem teaching method, just put the problem of teaching as a new concept of mechanical use, teaching for asking questions and ask questions, put forward the classroom problem without the scientific design, failed to arouse students thinking, to touch the depth of collision on the connotation of the teaching between teachers and students, and promoting students’ autonomous learning, to achieve the teaching goal and the teaching benefits teachers as well as students from. Because of this, the author thinks that it is necessary to combine teaching practice, in-depth study of the problem teaching method, to explore the use of the law, give full play to the problem in teaching to promote students thinking innovation, stimulate the learning potential of the role of.In this study, the use of literature, surveys and other methods, based on the summary of references at home and abroad of problem teaching model, combined with the work practice of the application of question teaching method in the high school life science teaching, through the three aspects of problem teaching method of inquiry and analysis. One is the origin of the problem, teaching development, discusses the current research status and application, analyses the theoretical basis of the problem teaching method; the two is a combination of the author’s teaching practice of life science high school, by the new class type, unit, comprehensive review class, review class experimental classes in four different class problem design mode, explore the construction of the right path model problems of high school life science course design and teaching optimization. That is, the new problems in the course of design should grasp the key and difficult problems in the course of design review; unit shoul d focus on the induction and the summary; comprehensive review of problems in the course of design focused on the error proofing; experimental course design key problems in the choroid clarify the relationship between the various elements of the experiment. Three is to carry out empirical research design and teaching optimization problem of high school life science course, application of question teaching method in the experimental class and the control class were compared, judgment and conducted a questionnaire survey after the experiment using the effect of question teaching method in the teaching of. The test results show that, the driving teaching process in question, to strengthen the students’ learning problem awareness, enhance students’ independent thinking ability, improve active learning, to achieve the goal to optimize teaching effect.This topic through the research draws the following conclusion: the teaching method of problem focuses on design issues, question design should follow the following principles: one is to follow the natural good lure, triggering the interest of students in learning. In the interest of learning, teaching question design should pay attention to arouse the students’ interest in learning. The two is to inspire the student to grasp the essence of th. All kinds of subject teaching covers a wide range, and relates to the field of many complicated problems, concept, teaching design with the different class emphasizes pertinence. Three is to initiate, lead the students to find problems. The problems in teaching design should pay attention to stimulating and cultivating students’ problem finding ability. The four is to teach a man to fish, to stimulate students’ independent thinking. The problems in teaching design to provide a scientific learning method, to encourage students to develop the ability to think, will view on teaching materials is more vast space.Only the combination of the teaching process, according to the different class type and knowledge point, take some pertinent question teaching mode, can arouse the enthusiasm of students, inspire the students’ creative thinking, promote teaching efficiency. In the course of the study, also found some problems existing problems in design, such as how to make design more down to earth, the problem of how to realize the extensive participation of design problems, which need to be improved in future research and practice improvement.