The Application Study Of The Question Situation Teachingin Junior School Biology

With the development of the times, society put forward new requirements for talent cultivation. The new curriculum reform advocates inquiry learning, and emphasizes developing students’ ability of discovering, analyzing and solving questions. But finding and solving questions are inseparable from the question situations, therefore, the question situation teaching is arousing more and more attention. The question situation teaching is the teaching method which emphasizes on helping students learn to ask and solve questions, master the scientific method of research questions, form effective cognitive strategies, and acquire necessary knowledge and skills for life-long learning, which would better satisfy social demands for education. Thus, this research of the application of the question situation teaching would bring both theoretical and practical value for junior high school biological teaching.Based on the literature study, this thesis, firstly, comprehensively summarizes the concepts, the current researches and the theoretical foundations of question situation teaching. Then taking the teaching of compulsory education seventh grade second volume of the “biology textbook” as a example, combined with the specific characteristics of biology teaching, and the level of cognitive development of junior high school students, the passage puts forward the specific teaching principles, approaches of creating question situation, and constructs an operating model of question situation teaching in junior school biology. What’s more, the author also designs and analyses the specific teaching cases, which could provide some references for biology teachings and researches.The study also conducts teaching experiment with pre-measurement and post-measurement. And through analysis the data collecting from questionnaires, interviews, classroom observation, there comes following conclusions: firstly, the question situation teaching can raise students’ interest, question awareness, and outcomes of learning biology. Secondly, it can improve students’ learning style, teacher-student relationship and the atmosphere in the classroom. Finally, it also can enhance teachers’ teaching capacities and standards.