Practical Research On Questioning Strategy In Senior High School Biology Classroom Based On Core Literacy

Under the background of the new curriculum reform,with the introduction and improvement of core literacy in biology,national talent cultivation has put forward higher goals and requirements to teachers and students.Classroom questioning is a basic strategy adopted in the teaching process,running through the whole classroom,with a variety of functions such as stimulating interest,promoting thinking,providing feedback and interactive communication,etc.It is an important teaching way to implement the cultivation of core literacy in biology,and has a non-negligible role in the cultivation of students’ abilities in various aspects.However,in many high school biology classrooms,the situation of teachers being able to design questions carefully and ask effective questions is not very optimistic,and in the process of classroom teaching,it is difficult to make the core literacy of biology well penetrate into the design of questions,and the goal of cultivating well-rounded talents under quality education has not been well implemented.Therefore,the research on the questioning strategy of high school biology classroom based on core literacy provides new ideas for cultivating students’ core literacy in biology at high school level.Firstly,a questionnaire was prepared by reviewing relevant data and a survey was conducted on high school biology teachers and students at all levels to understand the current penetration of core literacy in classroom questioning and the shortcomings of teachers’ questioning strategies from both teachers and students.The next step was to conduct an observational study in the senior secondary biology classroom,using the classroom questioning observation scale based on core biology literacy,and identifying three dimensions of observation: question context,question function and question difficulty in the context of core biology literacy.The questions asked in the classroom were statistically analyzed to further understand the development of core literacy in classroom questioning in senior secondary biology teaching.The results of the survey show that:(1)most high school biology teachers agree that classroom questioning is important to the development of core literacy in biology,but they have not yet effectively combined the two in the actual teaching process;(2)students have a strong interest in learning biology,but their attitude towards participating in classroom questioning is not active enough,and their current level of core literacy in biology is not optimistic;(3)teachers’ classroom questioning is based on the “concept of life”.(3)The teachers are rich in the cultivation of “life concepts” in the process of classroom questioning,but not enough in the cultivation of students’ “scientific inquiry” and “social responsibility” literacy;(4)The number of questions involving realistic(5)The main purpose of teachers’ questions is to stimulate interest in learning and to provide feedback on learning,while the number of questions that can lead to the collision of ideas and exchange and discussion is low;(6)The requirements for students’ cognitive level in classroom questions are low,mostly at the level of knowledge and understanding,while the number of questions based on comprehensive analysis,application and innovation and other higher cognitive levels is low.The number of questions based on higher cognitive levels such as comprehensive analysis and application innovation is low.Finally,based on the problems found in the preliminary survey and the relevant theoretical foundations,the teaching design of the core literacy-based classroom questioning strategy was carried out,and the teaching experiment was carried out in two parallel classes in the first year of senior secondary school.The strengths and weaknesses of this model were judged by analysing the changes in students’ core literacy levels,their attitudes and tendencies towards teachers’ questions,and the differences in classroom performance before and after the experiment.The results of the experiment showed that the application of the core literacy-based classroom questioning model was more effective and had a positive impact on the development of students’ core literacy in biology,making students more active in participating in classroom interactions and sharing their views.Through the current investigation and practical research,we hope to provide reference for high school biology teachers’ classroom teaching,so that classroom questioning can be more effective and achieve the improvement of students’ core literacy level and various abilities.