Action Research On The Design And Implementation Of Problem Strings In High School Biology Teaching

Students’ thinking starts with problems,and teachers often raise problems through questions.In order to improve the effectiveness of classroom problems and satisfy the curriculum concept of “content focusing on big concepts”,teaching design and practice based on problems that point to big concepts can enable students construct concepts on the basis of understanding,exercise scientific thinking and acquire problem-solving ability.In recent years,educators attach great importance to the research of problem teaching and problem string,and have achieved a lot of research results.However,there are still many problems in actual classroom teaching,such as lack of rigorous logic,and the problem string teaching developed from problem teaching can analyze the problem design in depth,arrange the presentation order of the problems,and make up for the shortcomings.After consulting the literature to determine the research theme,define the core concepts such as "problem string" and "problem string teaching",sort out the research status,and determine the theoretical basis of this research.Afterwards,the questionnaire survey and interview methods were used to investigate the current situation of questioning in the biology classroom of the sample school.Through the reflection on the status of the survey results and the study of related literature,the design basis and design principles of the problem string were proposed,and the specific process of the problem string design was summarized.Based on this,design the problem string for each chapter of the "Genetic and Evolution" module.In order to better apply the problem string to teaching practice,four teaching strategies are constructed: situation creation strategy,science history strategy,model construction strategy and concept map strategy to prepare for follow-up practical research.Next,the classroom practice of problem-string teaching was carried out.Since the author is both a researcher and a practitioner,the action research method was adopted,and a total of 3 rounds of action research were carried out.The first round of action research directly applied the problem string to classroom practice.After 3 weeks of practice,the effect was not good.The plan was adjusted and the plan was revised.Started the second round of action research,adding problem guides.Before class,students completed the problem guides through pre-study.In class,the problem string were further improved and expanded.After 4 weeks of implementation,the effect was good,but there are still shortcomings.Reflection Revise the plan.Conduct the third round of action research.On the basis of the first two rounds of action research,students’ generative questions are collected in groups,and teachers are concentrated on answering them.After nearly a month of implementation,students have improved quickly.After 3 rounds of action research,the results of questionnaires and interviews from students are analyzed and the classroom observations are used to evaluate the teaching effect of the problem string.Problem string teaching improves the effectiveness of classroom questioning,specifically in improving students’ recognition of classroom questions,enhancing their participation in classroom questions,conducive to students’ understanding and construction of biological concepts,and enhancing students’ problem awareness and problem solving skills.At the same time,the problem string design improves the teacher’s ability to design problems.The specific manifestation is that the problem string is constructed according to the core concept,and the application strategy of the problem string is to integrate the problem into various teaching methods.