Case Study Of High School Biology Quality Teaching Based On Problem Awareness And Application Research Of Question Guiding Teaching

Problem is a premise condition for students to study.However,working as a psychological activity of consciously discovering,raising and exploring problems,problem consciousness is a key factor affected students' learning quality.Different teaching methods have different effects on cultivating students' problem awareness.Question guiding teaching can effectively improve students' ability to raise questions and then enhance their problem awareness.This study was committed to analyzing the strategies of problem raising,analysis,solution and generation in teaching with problem awareness as the starting point.Based on the analysis results,this study carried out action research with question guiding teaching to provide reference for front-line teachers.First of all,the concept and theoretical basis of “question guiding teaching” and the operation procedure of the teaching mode of “question guiding teaching” were analyzed in this paper.Secondly,on the basis of collecting a large number of teaching cases,this study selected 15 of the structure and function of cell membrane quality teaching case which belonged to three kinds of teaching modes.Then classified the problems in the case of teaching and selected a representative in each of the teaching mode of teaching case comparative analysis.Later,it chose a typical case for depth profiling.Finally,question guiding teaching was used to conduct action research.In the above study,the research results mainly included the following aspects:First,in the process of teaching,the questions raised by teachers can be divided into questioning questions,comparative questions,enlightening questions,promoting questions and inductive questions.Different types of questions can enhance problem awareness and promote the implementation of core literacy.Second,compared with the traditional teaching model,inquiry-based teaching,the argument type teaching,cooperative learning method in the teaching of each had its unique advantages.Through comparative analysis,it was found that teachers teaching attached great importance to the problem.However,in the aspects of training students' problem consciousness existed weak links and proposed many problems in the process of teaching for teachers,which neglected that students were the dominant position.Thirdly,taking “the structure and function of cell membrane” as an example,the practical research of question guiding teaching was carried out.The traditional teaching method and question guiding teaching were used to implement teaching in controlling class and experimental class respectively,and the effectiveness of question guiding teaching was tested.The practice results showed that question guiding teaching had significant effect on the improvement of students' grades.Fourthly,the evaluation results of teachers on the teaching effect showed that the question guiding teaching had good teaching effect,high feasibility and obvious effect of improving students' problem awareness,which can promote the development of students' scientific thinking.Taking “the structure and function of cell membrane” as an example,the practical research of question guiding teaching was carried out.The traditional teaching method and question guiding teaching were used to implement teaching in control class and experimental class respectively,and the effectiveness of question guiding teaching was tested.Question guiding teaching had a significant effect on the improvement of students' grades.