Theory And Practice Of Questions-oriented Leading-in Of Middle School Biological Class

Putting forward questions is a basic way of introduction,which is widely used in teaching.According to the cognitive characteristics of students,teachers put forward a few questions to guide students to ask questions through a variety of teaching media to create problem surrounded situations,which can inspire students to think and improve teaching efficiency.For the same class,the quality of the problem is different,the importing effect also differs.It requires teachers to master a certain theoretical basis,to follow the principles of the problem,to improve the use of the problem into the teaching capacity.However,reviewing the literature,we find that the research on the introduction of junior high school biology curriculum is lack of system,and most of them are still in the stage of individual experience.In the practice of middle school biological teaching,some teachers also have some problems in the implementation of the problem introduction;therefore it affects the effect of the problem import.Therefore,this study focuses on the introduction of middle school biological course in the aspects of theory and practice through literature method,observation method and interview method,with the hope to provide some references for junior high school biology teachers.The structure of this paper is as follows:There are six chapters in this paper.The first chapter is the introduction.This chapter expounds the necessity of researching the problem introduction from the needs of educational reform and the need of realistic teaching.It analyzes the related research at home and abroad,introduces the purpose and significance of this research.The second chapter is the concept definition and the theoretical basis,which mainly defines the concept of the problem,the introduction and the introduction of the problem,and expounds the relevant theory about the introduction of the problem.The third chapter is related to the introduction of the problem.This paper discusses the classification of problem introduction,the main function of problem introduction,the related principle of problem introduction and the design process of problem introduction.The fourth chapter is related to the introduction of the problem of Jinan University middle school biological textbook Case design;the fifth chapter is the implementation of thecase.Finally,the following conclusions are drawn from the above research:Problem introduction as one of the ways to introduce,can make students pay attention to inspiring thinking because the students have an important role in building knowledge and in the biological classroom teaching should be highly valued;The effective implementation of the problem is the key to the design of the problem and scientific problems can improve the effectiveness;Problem introduction can stimulate interest,clear goals,and promote migration;According to the level of physical and mental development of junior high school students and the characteristics of biology,actual teaching implementation of the problem is feasible.