The Practical Study On Cultivating Students’ Problem-posing Ability In Biology Teaching In Junior Middle School

An important part of educating in a scientific way is to cultivate students’ abilityto explore in a scientific way. We need innovative talents in this era. Innovation in anyfield is to ask questions at the beginning. That you can not ask questions is noinnovation. The new biology advocates inquiry learning. Asking questions is the mostimportant part of this learning approach, high-level independent inquiry requiresstudents to be able to put forward problems effectively.The writer analyses the statuses of students ask questions and the factors affectinghigh school students to ask questions by questionnaires and interviews with studentsand teachers. Some students and teachers in eighth grade in a Wuwei middle schoolwere interviewed. The results are as following: students’ weak learning ability; lack ofactive thinking consciousness; could not grasp the nature of questions; a small numberof students ask questions actively; students’ excessive dependence on books andteachers; teachers give students less chances to ask questions. Most students do notdare to, want to and are not able to ask questions. Reasons for that include: students arenot trained on how to ask questions; both teachers and students do not realize theimportance of asking questions; students get so little information that they can not askquestions; students are affected by psychological factors; teachers have no methods toencourage students to ask questions; teachers are affected by traditional teachingmethods; teachers’ evaluation limits the desire of asking questions; serious classroomatmosphere suppresses students’questioning.Based on the above analysis, in teaching practice application K-L-W modelteaching, and evaluation of teaching effectiveness analysis after practice,the writerprovides effective ways to develop students’ ability to ask questions. They are:activating classroom atmosphere to encourage students to ask questions; increasingstudent information, so that students good questions; changing roles of teachers andstudents, so that students dare to question; using diverse teaching methods to makestudents to ask questions; teaching students ways on how to ask good questions. Thewriter draws the following conclusion by putting K-L-W mode into teaching and observing the changes of students asking questions: improve the ability of students toask questions helps improve academic performance; students’ attitude toward learninghas changed; students show more interest in biology; students can put forwardquestions and solve them with others; students can ask much more questions and theirability to ask and answer questions has been improved; students take part in grouplearning and can thing deeply about a question; students create open classroomatmosphere by asking some questions that are not related to biology.