The Practical Study On Cultivating Students'problem-posing Ability In Biology Experiment Teaching In Junior Middle School

The problem is the source of thinking activities,arousing students' problem awareness and cultivating students' ability to ask questions are not only conducive to the improvement of student initiative,but also conducive to the development of students' innovative spirit.The exploration style of the biological experiment classroom provides a good atmosphere for stimulating students' problem awareness.Therefore,this article focuses on biology experimental teaching.Starting from investigating the statuses of students ask questions,we identify problems existing in students ask questions,and seek out,construct training strategies and discuss in practice,reflect on the results and feedback on the optimization strategies.Finally put forward corresponding implementation suggestions.The survey found that the statuses of the seventh grade students' ability to ask questions is not satisfactory.The main problems are as follows: The number of pro-active students is small,and only a few students are asking question;the level of the questions is low and single;the problem description is not standardized and accurate.The main reasons for the analysis are the following: weak awareness of the problem,lack of value recognition;lack of knowledge,cognitive limitations;lack of a good atmosphere to ask questions;lack of guidance,students lack the ability to ask questions.After analysis the influencing factors deeply,the author to cultivate students' ability to ask questions gradually based on“Stimulate problem consciousness so that students would like to ask;Enrich knowledge and make students can ask;Create a good atmosphere so that students dare to ask;Conduct method guidance and enable students to ask questions well”four aspects.And in the three kinds of experiments with different natures: exploratory,observational,and verifiable,they were implemented with different emphasis.The students were found to have made progress in the aspects of“identity of problem value”,“problem awareness”,and “problem formulation”.However,the change of thinking is not overnight,and the cultivation of habits is not accomplished overnight.In response to the inadequacies of “teachers lack of guidance in the conversion of issues” and “relatively poor classroom discipline” in practice.The author summarized and put forward the following implementation suggestions:Teaching students in accordance with their aptitude and stratified training;Focus on the guidance of problem transformation;The ability to design and issue “A list of questions within the group” before the experiment to fully pay attention to and make use of students' problems in the process of operation;pay attention to avoiding unrelated interference.