Application Of "Problem Solving"Teaching Model In High School Biology Teaching

"Problem solving" teaching is firstly proposed by the United States in the 80’s in twentieth century. When China’s biological education scholars began to actively develop, build, deepen the biological teaching mode at the end of the last century, problem solving teaching model attracts their attention. Problem solving teaching model lets students to play the main role, gives prominence to the "problem" in the process of teaching, lets the student taking the question as center, and to learn to use scientific methods and skills to actively analysize and explore the problem, through students’ independent inquiry to achieve their goal in knowledge. Discussion of the problem solving teaching model in this paper is based on the author’s practical experience in high school biology teaching,.This paper consists of five chapters:the first chapter is the introduction, the research background, research subjects, research goals, the research methods and causes are discussed. The second chapter is an outline of the problem solving teaching strategy, including the definition, characteristics and research status of the problem solving teaching. The third chapter is the theoretical basis, which introduces major learning theories on the problem solving teaching. The fourth chapter uses the method of classroom observation and questionnaire survey to explore the practical application of the problem solving teaching by analyzing the practical teaching cases of different courses and summarizing the relevant lessons. The fifth chapter is conclusions and suggestions, which summarizes the basic steps and effects of the problems solving teaching model, and proposes suggestions for teaches and students.