Research On Application Status And Countermeasures Of Problem Teaching In Junior Middle School Biology Class

With the reform of the new curriculum reform,advocating inquiry learning,paying attention to students' all-round development and lifelong development,and focusing on cultivating students' sense of innovation and innovation,has received great attention from educators.Problem teaching is a kind of teaching method,which is based on problems,It creates a bio-related problem situation and stimulates students to stimulate students' questions about new knowledge and develop their thinking habits.Applying problem teaching to biology teaching practice can improve students' learning enthusiasm and main body status,and is conducive to cultivating students' innovative thinking.This paper passed on questionnaires and interviews with biological teachers and students in junior high schools in urban Zhengzhou,the current situation of teaching in the biological classroom in junior middle school and the existence of existing And to conduct some tactical discussions and suggestions in order to make better use of problem teaching in junior high school biology classrooms and provide more reference for front line educators.The research methods used in this study include literature research methods,questionnaire survey methods,interview methods,and statistical analysis methods.The main body of the dissertation consists of five parts.The first part: the question is raised.Firstly,this paper introduces the research background and research status at home and abroad,and then introduces the purpose,significance and research methods of this study.The second part: the basis of concept and theory.Through the literature research method,the meaning of problem teaching and the theoretical basis of problem teaching were combed and summarized.The third part: current situation survey.In the city of Zhengzhou,questionnaires and interviews were conducted on junior high school biology teachers and their students.The results of questionnaires and interviews show that there are three major problems in the junior middle school biology classroom,that is,the classroom questioning method is simple;the frequency of the use of question teaching is not high;the problem teaching classroom teaching evaluation is single.The fourth part: In view of the problems existing in the teaching of biological problems in junior high schools,this paper gives advice on teaching strategies from the following aspects: creation of problem situations,questioning of problem situations,and evaluation of problem teaching.The fifth part: summary.First,we summarize the overall results of this study,then reflect on the problems and shortcomings of this research,and finally look forward to the future development trend of this subject.