Practical Research On Applying Life-oriented Teaching Strategies To Cultivate Junior High School Students' Ability To Ask Questions In Biology Classrooms

The "Curriculum Curriculum Standard for Compulsory Education" clearly states that asking questions is a prerequisite for scientific inquiry.However,in junior middle school biology classrooms,such phenomena are common:teachers ask questions and students answer,but few students ask questions actively.This shows that it is imperative to train students to ask questions in the biology classroom.This study begins with a systematic exposition of the basic concepts and research status of "Cultivating Students' Questioning Ability in Biology Classrooms" and"Life-based Teaching." In the pre-study period,the questionnaire survey was used to understand the current status of questioning ability of the first grade students in the Foreign Language School of Longgang District and the factors influencing the students'questioning.The interview method was used to obtain the first-line teachers' knowledge and suggestions on cultivating students' ability to ask questions.The results of the survey showed that the seventh-grade students' overall questioning ability is generally low;the factors that affect students' questions mainly include:students have no questions to ask,no chance to ask questions,do not dare to ask questions,and do not know how to ask questions;teachers' lack of knowledge of students' questions raises questions.The lack of specific models and strategies to guide students in asking questions.Based on the above investigation results and the in-depth analysis of related educational theories constructed in life-oriented teaching strategies,"Compulsory Education Biology Curriculum Standards" and teaching materials,the study summarized and screened birth activation teaching content and constructed three types of life-oriented teaching strategies.That is,"creating a situational problem of life","developing hot topics of life and extracurricular activities" and "designing life-oriented operations".Comprehensively apply these three types of life-oriented teaching strategies to conduct experimental research in biology teaching.The experimental study selected the first two parallel classes,the control class adopted traditional teaching,and the experimental class adopted life-oriented teaching.The results showed that the students' consciousness of questioning,the number of questions and the quality of the questions expressed in the experimental class were significantly different from those in the control class.This study concludes that the application of life-oriented teaching strategies can significantly improve the quiz ability of the first-year students' biological classroom.Specifically,(1)"Creating a Life Problem Situation" and "developing a hot life topic extra-curricular activities" can increase the awareness of students' questions in the biology classroom in Grade One,increase the number of questions asked,and the quality of question expression.(2)Teaching strategies for "designing life-oriented assignments" do not significantly improve the quality of students' questions in the biology classroom."Creating a situational situational problem" teaching guides students through the life-giving situations that are presented to the students with interest but are familiar but have hidden problems,and gradually construct new cognitions in the process of actively thinking about the situation,so as to promote students' development.And increase the awareness of questioning and improve the quality of problem expression.The"Extracurricular Activities for Popular Life Topics" education will provide students with extra-curricular activities focusing on hot topics of life and relaxed atmosphere,so that students will be willing to ask questions and be willing to express problems based on their direct experience and reflections on hot topics.The number of questions asked by students and the quality of questions expressed.Due to the limited knowledge and experience of students themselves and the imperfect teaching strategy of "Design Life Homework",the quality of students'questions has not been improved,which is also the deficiency of this study.