The Design And Application Of Problem Strings In High School Biology Teaching

In 2003, "ordinary high school biology curriculum standards (experimental)"has been promulgated and put into practice. It promotes inquiry learning to change the way of learning. The task of teacher is to guide students to ask questions, think and finally solve the problem.The problem string reflects the concept of the new curriculum. The problem string refers to a series of logical structure designed according to text content, which is on the basis of the students' existing knowledge or experience, and its purpose is to achieve a certain teaching objectives. The usage of the problem string can inspire students to think problem and form the awareness of the problem, so as to improve their ability of asking problems and solving problems.Based on the concept of biology new curriculum, the author puts forward the task,method and significance of the subject through the analysis of the research background and present situation. The paper defines the conceptions of problem,problem-oriented teaching and problem string, summarizes the design principles and the functions of problem string, and proves the values and validity of the problem string from the theoretical basis of psychology and pedagogy.The author combs the core contents of the high school biology text book module three "steady state and environment" which is published by Jiangsu Phoenix Education Press, according to the "new curriculum standard" requirements. Then, the author builds the problem string design methods of four kinds of knowledge type,which are structure and function knowledge, process knowledge, experimental exploration knowledge and scientific exploration knowledge, and applies it to biology teaching practice.The author has carried out a three-month teaching practice in NanjingShi Yu hua tai Senior Middle School. The experimental class adopts the teaching mode of the problem string, while the control class adopts the mode of non-problem string teaching, and then the author assesses the teaching effect through the analysis of the academic achievement and the questionnaire. On average scores for academic achievements,it is found that the experimental class was one point higher than the control class, while is three points higher than the control class after the experiment,but there is no significant difference on average scores. According to the analysis of the questionnaire, students in the experimental class generally think that there's a significant improvement in their interest, enthusiasm, confidence, learning focus, the understanding of knowledge structure and experimental design ability. And they agree that Biology plays an importance role in thinking. However, they show that the effect of self-learning and academic achievement is not significant.Finally, it is concluded that the application of the problem string in the biology teaching of high school has made some progress in the academic achievement of the students. The students' interest, confidence, the efficiency of learning and the ability to build biology knowledge and design experiments have been improved. Students are more concentrated in the state of lectures. The opinion of the nature of the biology science has been deepened, and the students' biological discipline has been cultivated and improved.