An Study Of The Effect Of Anchored Instruction On Students’ Biological Problem-solving Ability

The cultivation of students’ biological problem-solving ability is a significant task in biology teaching,and it is also required by the rapidly changing society and the students’ own development.Students should not only master the biological knowledge,but also be able to use biological knowledge to answer the life phenomena or solve the real problems related to biology.This requires students to be willing to think,be good at finding problems and constantly improve their biological problem-solving ability.At home and abroad,there are many researches on the application of anchored instruction in cultivating problem-solving ability,but the emphasis is on mathematics,physics,English and chemistry.Therefore,the application of anchored instruction to the study of cultivating students’ biological problem-solving ability has its own originality.The conclusions of the study can provide reference for related research or first-line teachers to cultivate students ’ biological problem-solving ability by creating situations,posing problems and independently cooperating teaching activities.It has some practical and theoretical value,and is also the significance of this study.This research focuses on a key high school in Guizhou province,and uses quantitative and qualitative research methods of literature research,questionnaires,interviews and paper-pen tests to sort out and analyze the results of anchored instruction in students’ biological problem-solving ability.This study investigates the current situation of high school biology teachers implementing biology teaching and cultivating students’ biological problem-solving ability,and whether students attach importance to cultivating their own biological problem-solving ability.According to the conclusion of the current situation analysis,a relevant teaching design is formed to explore the impact of anchored instruction on students’ biological problem-solving ability.The study also compares anchored instruction with conventional instruction to explore the teaching effects of both.Finally,according to the analysis results of the study,it’s found that anchored instruction can promote the cultivation of students’ biological problem-solving ability,help students to think about problems from many aspects of understanding,identification,expression,solution and communication,and explore solutions to problems.Anchored instruction can realize students’ thoughts on teaching,can comprehensively evaluate students.Students can build knowledge and improve their abilities through their own efforts.In addition,it’s found that anchored instruction has higher teaching efficiency than conventional instruction in cultivating students’ biological problem-solving ability.On the basis of conventional instruction,teachers should use various teaching methods to guide students through their own efforts to built knowledge,independent thinking on biological issues,so as to strengthen their biological knowledge system,and improve their biological problem-solving ability.