Strategies Study On Solutions To Ill-Structured Problems In Biology In Senior Middle School

To improve students’ scientific literacy is the consensus of the education sector, the ultimate pursuit of scientific literacy should be based on t the spirit of innovation and practical ability as the core of the problem-solving ability. In everyday teaching, teachers structural design problems too good, affecting the students’ practical depth. Therefore, this paper attempts to the solution of ill-structured problems in high school biology for the carrier to promote student learning advanced.In view of the cognitive elasticity theory is concerned with the conditions and rules of ill structured domain knowledge, and in order to solve the ill structured problems provides a good theoretical support. thus, this paper based on the perspective of cognitive flexibility theory, to ill-structured problem as the starting point, try to find strategies to solve ill-structured problems in biology.In this paper, the study from the following aspects:(一) By inspection and analyze of the relevant literature, extensive research on the theoretical development and problem solving ill-structured problems to summarized;(二) Initial construction of ill-structured problem solving biological process model on the basis of existing studies;(三)In teaching activities, try to use strategies eg. case teaching, modeling, meta-cognitive training to enhance students’ scientific literacy and ability to solve ill-structured problems.