Research On The Design And Practice Of Junior High School Biology Teaching Based On Problem Solving In The Environment Of Electronic Schoolbag

The demands of the times, the requirements of education reform, the practical needs of junior high school students' problem solving skills training all make the problem solving ability training under the information technology environment become an unavoidable issue in research nowadays. Electronic schoolbags receive broad attention for its portability, interactivity, rich media and other characteristics. It carries the new educational idea which also makes its personalized Learning, Self-learning, collaborative learning problem-based learning and other new learning possible. Teaching practices under the information technology environment at home and abroad show that the new media technologies which played an important role may not do without a new philosophy of education and advanced teaching methods. Only combine the three may have a positive impact on the teaching practice. At the present stage, the application of e-schoolbags in the biological teaching have not mature cases, especially few studies on supporting biological problem solving, junior high school students' problem solving skills training and related teaching activities. Therefore, from the actual needs of teaching, this study takes junior middle school students as the research object, selects grades seven research content, and learning environmental factors based problem solving, problem solving process, instructional design based on problem solving were analyzed to investigate junior high school biology teaching design based problem solving under the e-book package environment and verify the effectiveness of teaching applications to cultivate the ability to solve biological problems.First, this study analyze biological problems that suitable for problem solving ability from the perspective of the definition and the value of this study, we find ill-structured problems the most suitable for biological problems solving. Meanwhile, we analysis the structure of problem-solving ability and find the junior high students'1 biology problem solving ability involving the following four areas:problem awareness, problem representation, problem solving strategies and the metacognition over the problem-solving process. Secondly, we analysis the formation conditions of the problem-solving ability and find that problem solving is inseparable from the formation of problem-solving process, that mental training process. The formation of problem-solving comes from Biological knowledge of students and problem-solving methods and strategies which continuous generalization and internalization process. On this basis, research instructional design based on problem-solving under the e-schoolbag environment and dig deeper study of environmental factors based problem solving, the problem-solving process and instructional design based on problem solving, and summarize that the instruction process of problem solving should include four phases: discovery a clear issue stage, problem characterization stage, select and implement the policy stage, reflection and evaluation stage. Finally, combine interviews with teachers and teachers' teaching practices, biology teaching designs based on problem solving are proposed, and the design takes the problem as the main line to conduct situation creation? problem representation,? plan, providing a stent? Autonomous Learning, collaborative inquiry? forming achievements and exchange impressions ? expand the extension, the evaluation summary.On this basis, the study takes Shaanxi Normal University Affiliated High School students as research objects, the "biology" as research programs, building on electronic experiment teaching environment, teachers and students participating in the experiment carried out on electronic terminals training, and according to ACOT in teaching and learning, technology model application is divided into two stages:the initial stage and adopt, adapt and understand the stage, select the appropriate volumes of biological textbook chapters 7 to the junior middle school grade do instructional design based on problem solving and conduct biological teaching practice. Then, by the method of quasi-experimental study, combined with problem solving questionnaire, experimental inquiry report, problem solving test questions, standardized test data, and many other tests and interviews, multi-angle and multi-level verification weather the teaching design based on problem solving is helpful for junior high school students to solve biological problems.The main conclusions of this study is that in the implementation of teaching design based on problem solving is helpful for enhancing the ability to solve biological problems, mainly in the problem representation and problem solving strategies. Meanwhile, according to standardized biological tests and problem solving questions test analysis, we found that the present study can develop students 'awareness of the problem and help to enhance students' problem-solving strategies (selective attention, finishing, coding strategy, etc.) capacity, in particular in respect to student experiments to explore the theme, title and graphic analysis application, analysis, synthesis of the answers to questions. Through experimental analysis of the reports shows the experimental class students could identify problems in life, there are certain issues raised innovative and more innovative ways to solve problems. After the final combination of the above conclusions and the results of interviews, we found that use the e-schoolbag for problem solving teaching, students' interest and enthusiasm undergone significant changes, learning efficiency and learning effect has also been significantly improved.