Comparative Study On The Design Of The "Driving Problem" In Biology Teaching Of High Middle School

With the development of curriculum reform,the problem teaching become a hot topic in the teaching research,driving problem can be driven high school biology teaching activities to design,is that the class have a good,is a problem that can promote students' active thinking,to distinguish between classroom questioning.This article through the literature,found the study of high school biology driving problems about driving strategies and methods of the citation of sexual problems,and drive the sexual problems in biology classroom teaching,the application of the lack of drive problem design characteristics of different types of teachers.So this article will be on at a different stage of development compares teachers drive the design of the sexual problems.Specific content is as follows:Experimental high school biology teachers in shanxi normal university as the research object,with biological grade seven o'clock a compulsory one for the study of the teaching material,withdifferent types of teacher's design of drive problem as the research content,through in-class recording and adaptation of classroom observation scale and the fragment of classroom teaching,to all different types of teachers in the classroom questions,belongs to the number of driver sexual problems,follow the principle of driving sexual problems,the number of comparative analysis and conclusion.Also through the interview to teacher after class,analysis summary expert teachers-competent teachers-novice teachers various aspects to consider when design problems.Through comparative study and analysis,summed up: expert teachers design drive problems can drive students active thinking,and effectively improve the ability of students to raise questions;competent teachers design the driving problem most than students of zone of proximal development,students not cross regional development,leading to problems can not effectively stimulate students interest in learning;novice teachers in the classroom to "chalk and talk" as the main mode of teaching,so students accept the knowledge,the design of driving problem in teaching application can't get obvious effect.Finally according the shortcomings of the existence of various types of teachers put forward some corresponding suggestions:suggestions expert teachers reading issues related to the type ofdata,to deepen understanding of the type of problem;recommendations competent teachers more communicate with students,understand students' learning ability and learning situation;suggestions novice teachers to participate in class observation,often listen to expert level teacher's class and expert teacher exchange,listen to the expert teacher's teaching experience,select teaching methods suitable for their own.I hope this paper can provide a reference for novice teachers and competent teachers to design the driving problem,so that the design and application skills of the teachers are more mature.