The Use Of Book Problems Guide The Practice Of Junior High School Biology Teaching Research

With carrying out the new curriculum concept, recent teaching materials of junior high school have increased the depth and broaden the scope. In several years of teaching practice and getting familiar with teaching materials, the ’after class’questions are found to be a kind of good teaching stuff. Based on the principle of making flexible and full use of the teaching materials, it’s better to present those questions before class instead of after class. In addition, it is also discovered in the course of teaching that, some standards from the curriculum requirements is absolutely achievable via students themselves’ problem solving.Modern education theory treat learning as problem identification, problem analysis and problem-solving process, and the problem is seen as one of the basic characteristics of modern learning methods. With further deepening of the curriculum reform, the classroom teaching is no longer the single mode in result of the inevitable trend of leaning method diversification. The purpose of teaching is to enable students to learn autonomous study, in ways of personally involvement in learning process and improved learning enthusiasm and initiative.Currently, most of teachers present the questions in their own teaching who use the’problem solving’teaching model. However, this study is focusing on the practice and discussion of the’after class’specific questions in the biology textbooks of junior high school. First, summarize and categorize the ’after class’questions with teaching experience that you already have and communications and interviews with peers. And then put forward the problem-solving guidance plan with the combination of biology and characteristics of junior high school students. This study adopts education experiment method, selects two classes of YuXian junior middle school as the experimental objects and the first half of the8th biological experiment textbook of junior high school standard curriculum of People’s Education Publishing House, and utilizes several teaching cases to carry on the experimental research. Through experiments, to test and analysis the changes in areas of study interest, problem-solving ability and study attitude, and the influences on academic achievement, after utilizing the’question guide’teaching strategies.Research shows that, the method of guiding teaching strategies with utilizing the’after class’questions can improve students’study interest, the problem solving ability, changeover of the study attitude, as well as the improvement of biology course scores. Moreover, the study also proposes valuable recommendations regarding teachers’role changing and teaching efficiency improvement. This study also has practical significance as to new biology curriculum implementation and problem solving teaching model investigation.