Research On The Cases Of Problem-based Situational Teaching Mode In High School Biology

In the 21st century,the cultivation of human resources has become the educational goal of all countries.In order to be invincible in the competition,since China proposed the framework for the development of core competencies of Chinese students in 2016,from the party’s education policy to curriculum standards and the college entrance examination evaluation system,it has emphasized the need to improve students’ comprehensive quality and develop students’ core literacy.Through problem-based situational teaching,students can cultivate the ability to use knowledge,ability and literacy to solve practical problems,and at the same time,students can better adapt to the change of the new college entrance examination examination method.However,there are still a series of deficiencies in the current classroom practice,and the teaching case studies for specific disciplines in specific sections are still urgent problems to be solved.In this paper,the questionnaire survey method is used to understand the current situation of the application of problem situations in high school biology classroom teaching,and to clarify the problems existing in practice and their causes.The results showed that 20.39% of teachers were not clear about the connotation of problem-situation teaching,8.74% of teachers did not understand the problem-situated teaching mode,and 56.31% of teachers only had a slight understanding.Among them,the lack of reference of typical cases is one of the main problems for teachers in the process of implementing problem-situation teaching.Aiming at the deficiencies in the current problem situation teaching,this paper adopts the literature analysis method,puts forward targeted practical suggestions,and refines its general teaching model.The problem situation teaching cases with teaching characteristics,through expert evaluation,experience summarization,and refining the experimental suggestions for the development of teaching cases,provide references and suggestions for high school biology teachers to apply problem situation teaching.The research results show that most teachers lack a real understanding of the problem-based teaching model,which leads them to only use problem-based teaching in new teaching.Front-line teachers urgently need to refer to the problem-based teaching cases to learn problem-based teaching,and then implement the teaching of core competencies.On the basis of in-depth analysis of the PBL teaching model,this paper analyzes and refines the general implementation steps of many instructional design using situational teaching.The model of situational teaching is: create a situation→ask questions→scientific inquiry→discussion and exchange→summary evaluation,and put forward The development of problem-situation teaching cases should follow nine principles covering all aspects of teaching: educative,scientific,authentic,penetrating,problematic,hierarchical,directional,challenging and interesting,which are cases of high-quality problem situations.The development of finding a reference point of view.Based on the above teaching mode and case development principles,this thesis develops cases of problem-based teaching from the perspectives of life experience,scientific history,inquiry practice,scientific frontier,and model construction.