A Practical Study On Cultivating High School Students’ Problem-solving Skills By Biology Exercise Class

In 2016,China published “China Development Discipline Literacy”,which shows that Problem-Solving Skills is one of the basic points of practicing innovative literacy.In 2019,“China College Entrance Examination Evaluation System” also clearly pointed out that education should develop students’ ability to understand,analyze and solve problems.In addition,Problem-Solving Skills is an important embodiment of the core literacy of biology.Therefore,the cultivation of problem-solving ability is an important goal of education in the 21 st century,and it is the need of curriculum reform.The cultivation of Problem-Solving Skills should be implemented in all stages of teaching in senior high school biology teaching.Exercise class takes up most of the review time in senior three,and its important task is to help students consolidate their knowledge,guide students to solve problems by using subject knowledge and methods,and cultivate their Problem-Solving Skills.Therefore,this study conducted a practical study on cultivating students’ Problem-Solving Skills by using biology exercises,aiming at cultivating students’ Problem-Solving Skills and providing teaching practice experience for cultivating students’ Problem-Solving Skills by using exercises.This research adopts the methods of literature research,questionnaire survey,paper-and-pencil test,interview and data statistical analysis.The research contents include:(1)By consulting the literature,selecting the questionnaire of problem-solving ability,designing interviews with teachers and students,and constructing the evaluation framework of problem-solving ability test.(2)By analyzing the questionnaire survey,test results and teacher interviews,we can understand the present situation of students’ problem-solving ability and its cultivation.(3)According to the literature research and current situation investigation,combined with the characteristics of biology,the problem-solving teaching mode of biology exercise class is constructed and applied to the teaching of biology exercise class in senior three.(4)Post-test survey is conducted after teaching practice,and the teaching effect of cultivating high school students’ problem-solving ability by using biology exercise class is analyzed in combination with students’ interviews and students’ grades.(5)According to the teaching practice and research conclusion,this paper puts forward some teaching suggestions on cultivating students’ Problem-Solving Skills in exercise class.The research results and conclusions are as follows:(1)Students’ Problem-Solving Skills is low.The level of students’ attitude towards problems is average,but the level of "strategies and methods to deal with problems" and "quality of problem solving" is low;There are shortcomings in the stages of "understanding and representing problems","trying to answer problems" and "evaluating results".Mainly reflected in: in the aspect of analyzing problems,the ability to obtain information and analyze problems is poor;In the application of knowledge and methods,the method of solving problems is single,and the ability of putting forward assumptions and reasoning is poor;In the aspect of reflection and summary,the ability of reflection and evaluation and induction and summary is low;The ability of language expression needs to be strengthened.Teachers agree with the importance of cultivating Problem-Solving Skills but do not guide students’ weak links.(2)Constructing the problem-solving teaching mode of biology exercises and applying it to the teaching of biology exercises can effectively improve students’ Problem-Solving Skills.Students’ "strategies and methods to deal with problems" and "problem-solving quality" have been improved from a lower level to a better level;The proportion of "understanding and representing problems" and "trying to answer problems" has been significantly improved;Students’ grades have improved significantly.This mainly reflected: the ability to obtain information and analyze problems has been significantly improved,the ability to put forward assumptions and reasoning has been significantly improved,the ability to reflect and evaluate and summarize has been enhanced,and the ability to apply knowledge and express language has been enhanced.In addition,Students believe that exercise classes can develop students’ problem-solving skills,but think it takes too long and is suitable for new teaching and a round of review.(3)On the basis of literature research and practice research,Some teaching suggestions are put forward: Teaching should be guided step by step according to the characteristics of students;It is necessary to link with real life and cultivate students’ ability to find problems;It is necessary to select the content of exercises to help students build basic knowledge;It is necessary to set up special teaching separately and form a thinking model.