The Reseach Of How To Develop The Students’ Questioning Ability In Senior High School Biology Teaching

’’The suspect is the beginning of thinking, the end of science".Einstein said,"Finding the problems and system’s issues may be moreimportant than answering it". Questioning ability is one of theimportant aspects of human’ s ability. Dare to question, to doubt.Asking questions is a good habit of thinking, and it is also thepremise to improve the ability of learning and the key to innovatelearning. Our traditional education focuses on letting the studentsaccepting knowledge, instead of encouraging students’ innovativespirits and creative abilities. Due to the exam-oriented education,student’s school works are heavy. Students have very little timeto do the things they1ike. Therefore, arousing the students’problem consciousness and cultivating student’s questioningability are becoming the new requirements for educators.This paper reviews the previous research results, which is basedon the constructivism learning theory, cognitive psychology, andsocial psychology. The researches found the causes for thesituation are coming from different aspects. Current high schoolstudents questioning abilities are generally not high and thereasons are various, which caused by themselves and also caused byfamilies and teachers. So to foster the students’ abilities to likequestioning things, the teacher, students, parents should worktogether to solve them. This paper focuses on two aspects ofteachers and students. In the biological disciplines as thestarting point, and then combined with the actual biology classroomteaching, there are8specific strategies to increase the abilityof senior high school students: to strengthen teachers training,to improve teachers’ questioning ability, to cultivate stud’entsquestioning consciousness, to encourage students dare to question,to explore the students questioned the ability of the breakthrough,to strengthen student’s thinking training, and to teach studentsthe method of querying. We used the eight ways to test for oneacademic year. One class with this strategy and the other class usedthe old way to teach. The result showed that the eight specificstrategies worked very well. The students in the experimental classhave significantly improved than the control group, and the scoresof the students also much higher than the control group. Therefore,if we can take corresponding teaching strategies and methods topersevere in high school biology teaching and arouse student’sproblem consciousness, it will be very effective to improvestudent，s abilities of questioning things.