The Practical Research Of "Problem-driven Teaching" In Senior High School Biology

in 2017,the ministry of education of China issued the new curriculum standards for biology in general senior high school?2011 edition?,which emphasizes the cultivation of students'core qualities and the enhancement of students'lifelong learning ability.Therefore,mobilizing students to learn actively and improving the quality of classroom teaching is an urgent problem to be solved in classroom teaching.This research takes this as the goal,takes"the question driven teaching method"as the theoretical basis,^[1]takes the teaching material arrangement,the question design,the teaching plan design,the teaching implementation,the teaching appraisal five major parts as the research main line,launches the"the question driven teaching method"the teaching practice research in the high school.It aims at arousing students'learning enthusiasm,driving students to learn actively,improving the quality of classroom teaching,and improving the author's problem design ability.This study adopts the methods of literature research,action research,observation and questionnaire survey.This thesis is divided into four chapters to discuss the teaching practice and research of"problem-driven teaching method".^[1]The first chapter describes the research background,significance,main problems and research status at home and abroad.The second chapter is theoretical research.This paper mainly reviews a large number of literatures through literature research,summarizes and sorts out the connotation of"problem-driven teaching method",relevant theories of strategy for designing problems,and summarizes the general operation process of"problem-driven teaching method".The third chapter is the practice of"problem-driven teaching"in high school biology teaching.It includes six parts:content combing,problem design,teaching plan design,teaching implementation,teaching evaluation,experimental data statistics and analysis.In the first part,under the guidance of relevant theories in the second chapter,the content of the textbook is sorted out and classified.The second part designs the question string according to the second chapter question design strategy theory and combing the teaching material content.The third part carries on the teaching design according to the front design the question string;The fourth part applies the designed teaching design to the classroom to carry on the question-driven teaching;The fifth part is teaching evaluation.This part adopts the paper-and-pencil test,observation method and questionnaire survey method to carry out teaching evaluation.It evaluates students'active participation in learning and their knowledge mastery.The sixth part is the statistics and analysis of the experimental data,including the observed data and the data obtained from the questionnaire survey,and the monthly examination results of students.The fourth chapter is the conclusion and reflection.Through the research conclusion,it is concluded that the teaching design designed by the author with the"problem-driven teaching method"can drive students'active learning,improve students'participation in class,help students learn knowledge clearly,understand knowledge and systematically master knowledge,so as to improve students'academic performance.