Thinking is the origination of learning while questioning is the source.In leading-in parts,teachers create a fictional situation and put forward inspiring and targeted questions,which is a way to stimulate the interest of students,a need to turn the students from inattention to concentration as well as a foundation and premise to set specific aims and promote effective teaching.However,the present academic circles just focus their study on the macro narration of ways and functions of leading-in parts in a class and seldom do they have in-depth and systematic study on question-oriented leading-in or something of this kind.In order to make up for the vacancy in this field and perfect the system of leading-in theory,this paper adopts literature research method,observational method and interview on the basis of the previous study to carry out systematic study on the theory and practice of leading-in in high school biological class.This paper mainly consists of five chapters.The first chapter is introduction.It tells the reason to choose such topic from the aspects of the change of class and reality teaching,the analysis of researches at home and abroad as well as the narration of the significance,methods and outline of the study.The second chapter is the concept definition and theoretical basis including clear concept definitions and general introduction concerning educational and teaching theories.The next chapter is the theoretical discussion of question-oriented leading-in in high school biological class including the analysis of classifications,functions,designing principles and designing procedures.The fourth chapter is the case design which consists of question-oriented leading-in related design for the high school biological class based on its principles,designing procedures and related educational and teaching theories.The last chapter is the implementation.This part analyzes the strategy of implementation and implements objects.The teaching process includes three aspects,namely,the interview with teachers,observation in class and after-class interview with students.At last,this paper will sum up their real feedback and evaluation.To sum up,conclusions are as follows.Question-oriented leading-in can activate the thinking of the students and lead them to think actively.Besides,Question-oriented leading-in contributes to the cohesion of previous and new knowledge.It has a positive effect on setting specific aim and prompting to cement what they have learned.0f course,Effective design of question-oriented leading-in need follow the general designing principles.Creating question-surrounded situation with different methods will result in an effective implementation of question-oriented leading-in. |