Practical Research Of ATDE Teaching Model To Cultivate Junior Middle School Studcnts, Problem-Solving Ability

The core literacy of biology in the “Biology Curriculum Standards for Compulsory Education” issued by the Ministry of Education includes the need to cultivate students’ problem-solving ability.Applying the ATDE(Asking,Thinking,Doing,Evaluating)teaching mode to cultivate students’ problem-solving ability not only implements the cultivation of core literacy of students’ biology,but also reflects the value of biology in cultivating students’ problem-solving ability.In this thesis,junior middle school biology teachers from 7 schools in Guangdong Province were selected to conduct a questionnaire survey to understand the current situation of junior middle school biology teachers’ cultivation of students’ problem-solving ability.Teaching cases based on ATDE teaching mode and conventional teaching mode were designed respectively.Two classes from Grade Eight with no significant differences in problem-solving ability and biology learning emotions in Middle School of Guangzhou Baiyun District were selected as control and experimental class for teaching practice.SPSS26.0 was used to process and analyze the questionnaire data after practice.The survey and practice results showed that:(1)The overall awareness of junior middle school biology teachers to cultivate students problem-solving ability in biology classes was at a moderate level.However,teachers were accustomed to use paper-based tests and learning file evaluation to evaluate students’ problem-solving ability,focusing too much on students’ outcome evaluation and neglecting students’ process evaluation.(2)The problem-solving ability of the students in the practical classes were generally at a good level,among which the attitude of facing biological problems and the way of solving biological problems were at a good level,while the quality of solving biological problems was at an average level.(3)In terms of problem-solving ability,the average score of the students in the control class was only increased by 0.149 points,and there was no significant differences between pre-test and post-test results(p=0.071>0.05).The average score of the students in the experimental class was increased by 0.778 points,and pre-test and post-test results were significantly different(p=0.000<0.05).In terms of biology learning emotions,the average score of the students in the control class was only increased by 0.071 points,and there was no significant differences between the pre-test and post-test results(p=0.237>0.05).The average score of the students in the experimental class was increased by 0.733 points,and pre-test and post-test results were significantly different(p=0.000<0.05).In summary,compared with the conventional teaching mode,the ATDE teaching mode helps to improve students’ problem-solving ability and biology learning emotions.Based on reflective teaching practices,three suggestions were proposed for applying the ATDE teaching model in classroom instruction:(1)design teaching from the perspective of students;(2)select suitable problems according to students’ developmental levels;and(3)encourage student participation in evaluation activities.