High School Biology Teaching Design Research Centered On "teaching Problems"

Based on the “teaching problem”,biology teaching design in high school focuses on how normal school students could apply the teaching design theory in a flexible way and then design their teaching under the premise of knowing what “teaching problem” is instead of conducting a templated and instrumental teaching design simply basing on a fixed teaching model.This essay emphasizes the transition of normal students from attaching importance to the form of teaching design to focusing on combining teaching design form with teaching design content.They ought to center on the teaching problems in the process of teaching design and avoid the emptiness in the current teaching design so that they could have a deeper understanding of what to teach,how to teach and why to teach in this way.By applying the literature research and observation method,this paper makes an empirical study on the phenomenon that normal students take the fixed teaching mode to design teaching and thus result in the formalization of teaching design because of ignoring the specific “teaching problem”.By consulting a large number of literature reviews and combining with the theory of teaching design,the author clarifies the essence of "teaching problem" and lists the four main teaching problems: teaching ideology,teaching strategy,teaching method and teaching content by means of observing normal school students' teaching design.Through the introduction of the connotation and characteristics of the four "teaching problems" above,this paper puts forward the strategy of teaching design based on the "teaching problem".Finally,according to the practical teaching design case and the characteristics of the subject,it shows normal students how to design high school biology teaching considering the four "teaching problems".The whole paper mainly consists of five parts:The first part defines some items such as teaching problem,teaching design and high school biology teaching design and elaborates the theoretical basis of this research.The second part is the detailed elaboration of the connotation and characteristics of "teaching problem",which deeply analyzes the "teaching problem" normal students are faced with in four aspects: teaching ideology,teaching content,teaching strategy and teaching method and introduces the characteristics of these "teaching problems" in a comprehensive manner.The third part comes up with theteaching design strategy based on "teaching problem".Taking the “teaching problem”in teaching design process as a starting point,it proposes teaching strategies: breaking through the traditional teaching design paradigm,shifting from centering on the teaching design process to the "teaching problem",improving the operation of teaching design theory and infiltrating teaching design experience to understand the "teaching problems".The fourth part takes the characteristics of biology into account and shows the different teaching designs of different types of lesson in high school biology on the basis of the "teaching problems".The new lesson mainly focuses on the teaching problem in the analysis of teaching content.The review lesson pays attention to the teaching problem in establishing the teaching ideology and selecting teaching strategy.The experiment lesson focuses mainly on the "teaching problems" in the application of teaching methods.The fifth part summarizes the research and analyzes briefly the shortcomings of this paper and look ahead into future research.