Case Analysis Of Teaching Design Of Biology Question Series

The so-called "question string" refers to a group of logically connected multiple questions(generally more than 3)designed around the central question in a certain learning theme or scope,in order to achieve a certain exploration goal.After in-depth study of the contents of the teaching materials,teachers carefully design problem clusters for the teaching contents,and show them to students when the teaching activities are appropriate.Students solve problems on the basis of independent thinking or group cooperation,so that they can master knowledge and further achieve the teaching goal of cultivating students' core literacy.How to design the question string? How to teach question string? How to improve the effectiveness of problem string teaching is a series of problems that every front-line teacher has been exploring.In the teaching and research mode of isomerism in the same course,the design of different problem clusters in the same teaching content is compared and analyzed,and the corresponding conclusions and suggestions are drawn,which can arouse the front-line biology teachers' attention to the problem cluster teaching,and finally guide the biology teachers to realize the comprehensive development of students' biological core literacy from four aspects of life concept,scientific thinking,scientific exploration and social responsibility The goal of the exhibition.This study first uses the literature research method,through consulting the relevant materials,to understand the domestic and foreign research status of the problem string teaching design,and define the relevant concepts,determine the theoretical basis of the research.Secondly,for the first-hand information obtained after the author's observation of the isomerism teaching activity of the same course "the formation and discharge of sweat" in Qufu experimental middle school,using case analysis method,this paper makes a comparative study on the teaching cases of six teachers from three aspects: the design of question strings,the questioning of teachers and the actual reaction of students in the classroom.On the basis of comparative study,combined with teacher interviews,this section improves the design of question string,and analyzes its advantages.The results show that: first of all,the heterogeneous teaching and research activities of the same course provide a favorable platform for teachers.On this platform,teachers can carry out academic exchanges,learn from each other'sstrengths and complement each other's weaknesses,promote each other's education and teaching skills,and promote their own professional growth and development.Secondly,in junior high school biology teaching,the use of question string teaching can stimulate students' interest in learning,arouse their curiosity and curiosity,create a good classroom atmosphere,and then promote the development of classroom teaching activities.It can not only improve the efficiency and quality of classroom teaching,but also cultivate students' good learning attitude and habits from the aspects of cognition,emotional attitude,values and behavior,and cultivate students' ability to find problems and solve practical life problems by using biological knowledge,which is conducive to students to establish correct biological concepts.Finally,through the research,we found that there are still various problems in the teaching design of problem string:(1)the number of problems in the problem string can not be well grasped;(2)the type of problem string is relatively single;(3)the random questioning situation of teachers in the classroom is complex.In view of the above problems,the following suggestions are put forward:(1)the number of questions in the question string should be moderate;(2)follow the basic principles of question string design;(3)design different question strings according to the type of class;(4)pay attention to the random questions in the class;(5)avoid single use of question strings,and combine with other teaching methods.