A Study On Question-oriented In-class Teaching For High School Biology

The design ideas of biology textbooks and the requirements of curriculum standards for teaching in ordinary senior high schools all embody the teaching concept of Issue-oriented for High School Biology Teaching.For example,in the textbook of general high school biology compulsory 1 Molecules and Cells,each section has a question discussion column.There are totally 12 inquiry & practice columns,22 thinking & discussion columns in this textbook.These columns present biological knowledges in the form of questions to illustrate that the content design of biology in general high school textbooks focuses on issue-guided learning.In the “Biology Curriculum Standards for General Senior High School(2017Edition)”,the goal for core biology literacies are summarized as: life concept,scientific thinking,scientific inquiry and social responsibility,which is mainly focused on improving the questioning sprit and problem-solving ability of students,so that students have the spirits of critical questioning and courage to deeply exploring.It can be seen that the goals for question-oriented in-class teaching in biology are largely consistent with the goals of general high school biology core literacy proposed by the curriculum standards.This research focused on the theme of "question-oriented in-class teaching for the Biology in High School ",and reviewed the literature on problem-based classroom teaching and classroom questioning at home and abroad.The findings are as follows: first,in terms of question-oriented in-class teaching model research cases,there are fewer high school biology teaching cases among the domestic;Second,the research related to how to design appropriate questions according to teaching contents is less.A questionnaire survey on the current status of questioning in senior high school biology classroom was then conducted among 550 randomly selected students in the freshman,sophomore,and junior grades of Wei Shan No.2High School.The results showed that factors such as the difficulty of questions,thinking time,teacher guidance,cooperative discussion and answering style in classroom teaching implementation all affect the accuracy of students' answers to questions.How to coordinate these factors in an in-class teaching is worthy of further exploration.Therefore,this research focused on the study of problem design methods and analysis of factors that affect students' solving problems in high school biology classroom teaching.Four stages have been designed: subject preparation,problem design and course teaching preparation,teaching implementation and result statistics,analysis and evaluation of the problem-solving process.Research indicates: Firstly,the knowledge dimension of the question,the teacher's prompt after the question is raised in classroom teaching,and the thinking time of the student's question will affect the students' answers to the questions.Conceptual knowledge is more suitable for classroom questioning.Questions related to procedural knowledges or metacognitive knowledges and questions related to factual knowledge can be appropriately interspersed with classroom questions.Secondly,the following four steps can help teachers complete the problem design.The first step is to identify the teaching objectives and organize the main content of the teaching;the second step is to analyze the questions and the design intentions of the questions involved in the textbook;the third step is to design the questions in combination with the teaching content;the fourth step is to identify the reference answers to questions and knowledge dimensions of the questions.Thirdly the problem-based classroom teaching model in high school biology teaching has certain positive significances for students and teachers.To a certain extent,this model can help students learn biological knowledge,cultivate subject literacy,and increase their interests in biological learning: In addition it can also enhance teachers' teaching ability and promote teachers' professional development.In summary,this study has investigated the current situations and problems faced by high school biology classroom questioning,and summarized a set of methods to improve and optimize problem design,also analyzed the influences of the knowledge dimensions of the questionson the students' problem-solving process.It is hoped that these studies can provide some references for further exploring the question-oriented in-class teaching for the Biology in High School.These studies can provide reference cases for senior high school biology teachers to optimize question design,thereby improving teaching efficiency and achieving teaching goals.