The Practical Exploration Of The Teaching Mode Of "three Doubts And Three Explorations" In High School Biology Teaching

Along with the continuously advancing in quality-oriented education, teaching process should not only impart knowledge, but also cultivate students' ability of active-thinking, question-raising, and problem-solving. However, the traditional teaching model still lays stress on the theroy teaching rather than cultivating studens' learing ability. And this situation requires that teachers must change teaching methods to achieve the purpose of students' changing of learning styles. Only in this way can we improve the comprehensive quality of students."Three-Question and Three-Exploring Teaching Model" originated in xixia county education team, means a few key links in the process of classroom teaching, including "setting queries and independent inquiry", "solving queries and cooperative inquiry ", "reconsidering and querying ". But in the whole class process, there must exist the application of knowledge using the links. It specifically should be referred to as "question first before exploring the problems, practice the self-made questions ".This pattern made a great success in xixia county. Therefore, after renovating the "Three-Question and Three-Exploring Teaching Model", the author actively uses it in the teaching process. And the research aims to explore the feasibility of the teaching model in high school biology teaching.There are seven parts in this paper. The first part expounds the origin of "Three-Question and Three-Exploring Teaching Model ", research significance and its research status;The second part introduces the theoretical basis and research methods in "Three-Question and Three-Exploring Teaching Model";The third part shows "Three-Question and Three-Exploring Teaching Model " in the new lectures, recitations, problem sets, evaluation the application of the case. The fourth parts states the evaluation of the "Three-Question and Three-Exploring" teaching Model. The fifth part introduces "Three-Question and Three-Exploring Teaching Model" of this experiment. The sixth part analyses the teaching effect of "Three-Question and Three-Exploring teaching Model". The seventh part summaries and reflects the success and the insufficiency of "Three-Question and Three-Exploring" teaching Model.In brief, the research suggests that "Three-Question and Three-Exploring teaching Model" is superior to the traditional teaching mode. The reason is that it has changed the condition of the theoretical infusion and boredom in traditional biological teaching, improving students' ability to solve problems, and thus enhancing the students' self-study ability. It helps students form the good habit of listening intently, daring to question, being good at expression, evaluation and reflection. It has tempered students' ability of language expression, promoted the establishment of self-confidence and their sense of responsibility. In the grand scheme, these abilities to solving practical problems have great value in the student work in the future life. But in the cultivation of the students' problem-solving consciousness, such as the distribution of the class time is insufficient, which needs further research and improvement.