Practical Study On The Cultivation Of Students' Biology Classroom Questioning Ability By KWL Model In Senior High School

The General Senior High School Biology Curriculum Standard(2017 Edition)states that the core purpose of curriculum development is to develop students' core literacy of biological subject,including life idea,scientific inquiry,scientific thinking and social responsibility.Among them,"asking questions" is an important prerequisite for scientific inquiry.The problem faced by many front-line teachers is how to effectively cultivate students' biological questioning ability in the biology teaching process.Through the questionnaire survey,the current status of first grade students' questioning ability in biology classroom in high school in Guangzhou was understood,mainly from the aspects of question awareness,the number of questions raised,the quality of the questions raised,the quality of question expression and the influencing factors.The results showed that the biology classroom questioning ability of the first grade students was at the middle and lower level,pending further improvement.At the same time,the questionnaire survey and interview were also conducted with some first-line teachers of senior high school in Guangzhou,aiming to understand the teachers' familiarity with the new high school biology curriculum standards,the current status of students' biological questioning ability and existing problems,in order to provide reference basis for designing suitable teaching activities of KWL(Know,Want,Learned)model for this study.The results of the questionnaire survey and interview showed that students were not motivated to ask questions,and the quality of question expression needed to be improved.Moreover,most teachers lacked the awareness of cultivating students' ability to ask questions,and lacked of understanding and application of relevant teaching models.Based on the above survey results,this study focused on senior students from a middle school in Nansha District in Guangzhou.According to the content of the textbook of biology compulsory one in high school,eight teaching cases including " Carbohydrates and Lipids in Cells " and " Cell Membrane-System Boundary " were designed.The control class adopted traditional teaching and the experimental class adopted KWL model.After more than three months of practical research,through the analysis of the difference between students' questioning ability and academic performance before and after theexperiment,the following conclusions were drawn:(1)Compared with the control class,in terms of questioning ability,the biology classroom questioning ability of the experimental class had been significantly improved(P < 0.05),among which the number of questions asked had reached extremely significant difference(P < 0.01);There were significant differences in the habit of asking questions and the quality of questions(P < 0.05).Although the critical spirit and the quality of question expression had not reached the level of significant differences,they had also improved.(2)There were significant differences in the academic performance of the experimental class and the control class(P < 0.05).In general,KWL teaching is conductive to the cultivation of students' biology classroom questioning ability,and is helpful for students improve their academic performance.Students' learning enthusiasm and learning efficiency had been improved,which proved the feasibility and effectiveness of KWL model in cultivating the biology classroom questioning ability of high school students.Although the students' ability to ask questions had been significantly improved,the cultivation of the critical spirit and the quality of question expression still needed to be further strengthened,which indicates that the cultivation of high school students' biology classroom questioning ability can not achieve breakthrough results in a short period of time,it needs longer teaching practice.