The Practical Research On Cultivating The High School Students' Ability To Propose Biological Problems Based On Anchor Teaching

Cultivating students 'ability to put forward biological problems is the focus of the new curriculum reform.Students should not only accept knowledge in class,but also put forward their own opinions or innovative problems to explore.Therefore,it is an important task for teaching workers to find appropriate teaching methods to improve students' ability to put forward biological problems.Based on the analysis of the research situation at home and abroad,it is found that it is relatively rare to apply anchor teaching to improve students' question presentation ability in the process of biology teaching.Most related research perspectives are based on mathematics and physics,so this research has a certain degree of innovation.After practical research,conclusions are drawn from the perspectives of creating situation,independent learning,cooperative learning and effect evaluation,which provide reference for front-line teaching to improve students' ability to raise problems.Using anchor teaching to cultivate the ability of high school students to put forward biological problems,and use various research methods in the process of analysis and practical research.First of all,the theoretical basis of the anchored teaching mode and the ability is established to clarify the research status of this topic at home and abroad,and the research direction.Secondly,through questionnaire survey and interview survey,we can understand the application of anchor teaching mode,the current situation of students' biological problems and combine the ability cultivation of biological problems with anchor teaching mode from the perspectives of teachers and students.Understand the ability development of students' questions through the questionnaire,and quantify the ability to ask questions based on the PTA scale.Secondly,through questionnaire survey and interview survey,the application of anchor teaching mode,students' biological question presentation ability and the feasibility of combining the two are understood from the perspectives of teachers and students.Understand the ability development of students' questions through the questionnaire,and quantify the ability to ask questions based on the PTA scale.Thirdly,the structure analysis of the anchored teaching mode,put forward the teaching strategy in line with the actual teaching situation,can effectively improve students 'ability to propose problems,the anchor teaching mode and strategy one to one to put forward the application of the anchor teaching can cultivate students' ability to put forward problems.Finally,the effect of the experimental group was compared with the control group,and the changes of the students' ability to ask biological questions were compared.The ability development of students was evaluated from the perspectives of questionnaire survey,interview survey,classroom observation,case study and relevant test questions analysis.The practical results draw practical conclusions.anchorage teaching can improve students 'ability to ask questions,help improve students' biological performance and stimulate students' interest in learning.In order to give full play to the value of anchor teaching mode as much as possible in the future teaching work and better improve students' ability to raise questions,the following teaching suggestions are proposed to teachers: First,we should pay attention to the creation of life situation in classroom teaching.Second,in the teaching process,we should pay attention to give students the space to think independently.Third,use a variety of evaluation methods to stimulate students' interest in learning.It is hoped to provide support and reference for cultivating students' ability to put forward questions and the development of anchor teaching.