Research On The Application Of Problem Teaching In The Biological Teaching Of Senior High School

The Basic Education Curriculum Reform Program(Trial) made it clear that to change the current situation of too much emphasis in receptive learning, rote and mechanical training during the curriculum implementation, and to advocate students participate actively, explore willingly, hands doing diligently, to train the ability of students in collecting and processing information, accessing new knowledge, analyzing and solving problem and making communication and cooperation are very important. In order to promote the implementation of basic education reform in biology in senior high school, the research of problem teaching in high school biology has important theoretical significance and realistic significance.In this study, the author firstly defines the concept of teaching through the literature analysis, then analyzes the factors, links, and characteristics in problem teaching, and summarizes the research status at home and abroad. Then serving senior one and senior two students and all biological teachers of No. thirty-seventh high school in Guiyang City as the survey objects, the author investigates the application status of problem teaching in high school biology teaching. On one hand, preparing the questionnaire for students from five dimensions as general situation of learning biology, approaches to solve biological problems, attribution for not solving biological problems, evaluation of biology teachers in application of teaching, attitude for senior high school biology teaching, to investigate students; on the other hand, writes an interview outline from six aspects as the view of the problem teaching, the situation of problem creation, the situation of questions, guidance of solving the problem by students, the teaching evaluation in the problems teaching and the factors influencing problem teaching to conduct interviews to teachers. Through the investigation of the application status of problem teaching in high school biology teaching, the situation is that teachers and students are generally agree to carry out the problems teaching in biology teaching of senior high school, but due to the heavy teaching task and the pressure from the college entrance examination and other reasons, in the process of specific implementation of high school biological teaching, teachers encounter some difficulties in the creation of the problem situation, asking problems, guiding students to solve problems, teaching evaluation and other specific aspects, and students are still to be strengthened in finding biological problems, proposing biological problems and solving biological problems etc.In the basis of the application status investigation in problems teaching in high school biology teaching, the author according to the theories of problems teaching, combining with the own teaching practice experience, explored the way to create problem situation, proposed the problems, solve problems and teaching evaluation in senior high school biology teaching, and make a semester high school biological problem teaching experiment in the selections of two science classes and two liberal arts classes which are balanced in second grade in No.37 high school in Guiyang City. Using biology test papers and an independent established biological problems learning habit scale as a tool to detect respectively before and after the experiment, to pretest and posttest the grade in biology and study habits of students in biological problems, then taking the independent samples t to test, pairing samples t experience as analysis method to analyze the data, finding that in senior high school biology teaching to carry out problem teaching helps to improve biological performance of students, to cultivate good learning habits of students in biological issues, and combining with the research advances in the biology problem teaching of senior high school carry out some considerations and suggestions for school and high school biology teachers.