A Study On The Impact Of Task-driven Teaching Model On High School Students' Problem-Solving Skills In Biology

Since the 21st century,society's demand for creative talents has gradually increased.The traditional teaching model,which focuses on imparting knowledge to students while neglecting the development of their abilities,is increasingly unable to meet the needs of social development;in addition,with the continuous promotion of the new curriculum reform,a variety of teaching models and methods are required to develop students' subject core literacy.For Biology,problem-solving skills are also an important part of the core literacy of the subject,which has led to the emergence of a variety of new teaching models,one of which is the task-driven teaching model.This is a student-centred,taskbased model of teaching and learning,with the teacher as a guide,which has received increasing attention from a wide range of scholars in recent years.It is currently used nationally and internationally mainly in courses such as language and information technology,and less so in high school biology.Therefore,applying it to high school biology teaching and exploring the impact of applying this teaching mode on students' biological problem-solving ability can not only enrich the theoretical study of the task-driven teaching mode,but also provide a theoretical basis for front-line teachers to cultivate students' biological problemsolving ability and provide a reference for the application of the taskdriven teaching mode.This study used questionnaire survey,experimental research method and interview method to conduct a random questionnaire survey in a high school in Guiyang to understand the current status of problem solving ability of high school students,and selected two parallel classes in the first year of high school as research objects to investigate the influence of task-driven teaching mode on students' problem solving ability through teaching practice.The main findings of the study are as follows:(1)The results of a survey on the current situation of teachers and students in a secondary school in Guiyang City show that current high school students are weak in problem awareness in terms of their attitude towards problems.In terms of the way they deal with problems,students have a single way of thinking.In terms of problem solving qualities,the ability to judge and express information is poor,and transferability and interdisciplinary awareness are low.Students' problem solving skills in biology are low and problematic.Biology teachers,on the other hand,often use the lecture method for classroom teaching,which does not pay much attention to the development of students' biological problemsolving skills in the classroom,and they do not have a deep understanding of the task-driven teaching model,which is rarely used in high school biology classrooms.(2)After a semester of teaching practice,analysis of the data before and after the experiment showed that the task-driven teaching model could help to improve students' biological problem-solving skills,but that it had different degrees of impact on the various dimensions of biological problem-solving skills,with the greatest impact on the way in which problems were handled.The teaching model is conducive to enhancing students' mastery and application of knowledge and also has a positive effect on teachers' professional development and growth.(3)To address the problems and shortcomings in teaching practice,in order to make the application of the task-driven teaching mode in the future biology classroom more effective,it is necessary to pay attention to the reasonable arrangement of teaching content,optimise teaching design,pay attention to the completion of students' tasks,evaluate the completion of students' tasks in a timely manner and improve the professional quality of teachers.