Use Research "problem Situation" In High School Biology Teaching In Elective Modules

The concept of the new curriculum reform focuses on the "people-oriented" spirit, advocates the Inquiry Teaching, and inspires pupils’ initiative thinking and problem-solving in the process of teaching. While the questions start and end with the context. That is to say, the context is the key of raising and solving the questions. Thus, under the classroom mode advocated by new curriculum reform, we should create a certain context to motivate students’ active thought, explore and settle problems. Meanwhile, the features of teaching situation and inquiry within "question context" teaching meet the requirements. Therefore,"question context" teaching model is undoubtedly one of the most suitable models.Combing with his own teaching experience, the author looks up a large number of documents. Besides, he sums up the " question context" concepts, theories and current research. In addition, he analyzes the types, characteristics, created principles of "question context".Through questionnaires and examination tests to know students’current learning state in senior high school biology elective Ⅲ, He analyzes the necessity and feasibility of "question context " teaching in senior high school biology teaching of elective modules.In view of the shortcoming of past research during teaching practice, the thought of teaching practical study for the first time will be introduced by interdisciplinary research and case studies on the module level, avoiding the rote and coping of practical teaching and case studies in the subject research results.At the same time, the author takes the study of senior high school biology elective Ⅲ for example. Aiming at the current learning state of students in this module, he carries out the relevant practical research, taking the broad and deep feature of the module into consideration. Initially the author forms " Question Context" steps applied in senior high school biological teaching of elective III module. The implementation steps which can also be called three-step strategy are presented as follows:create question context, generate questions, analyze and solve questions, conclude reflection and apply in the teaching. The research result of the thesis indicates that the " Question Context" teaching in senior high school biology teaching elective Ⅲ may well arouse students’enthusiasm of learning, improve students’interest in learning. What’s more, to a certain extent, it may enhance students’question consciousness and improve students’ability to find and solve questions. Meanwhile, it can also be an effective way to improve students academic achievement.At the same time, the study has found that teaching practice itself can contribute to the professional development of teachers to a certain extent, facilitate the teachers understanding of the concept of curriculum reform and facilitate changing of teaching ideas on their own. Though the thesis is so shallow, it can enrich teaching theory to a certain extent especially the Module-level research ideas, combined with the characteristics of textbook compilation, break the conventional practical research thought and can work as a reference for the research of the teaching practice in the future.