The organic integration of problem teaching, task inquiry and inquiry teaching can effectively promote the formation of a new interactive teacher-student relationship, improve teaching efficiency and benefit, help to innovate teaching models and creatively use teaching materials, and develop students' inquiry ability and cultivate their innovation ability and spirit.
Paper keyword problem teaching; Task query; Inquiry teaching; Create a problem scenario
Problem-based teaching means that questions run through the teaching process, so that students can cultivate their motivation and desire for autonomous learning in the process of setting and explaining questions, and then gradually develop the habit of autonomous learning, constantly optimize the way of autonomous learning in practice and improve their autonomous learning ability. Task inquiry is a process of designing tasks for students, driving inquiry by tasks, and then allowing students to acquire scientific knowledge independently through exploring things, phenomena and viewpoints, and form inquiry skills and attitudes. Inquiry teaching is to organize teaching with problem-driven as the main line, and realize students' active inquiry around the solution of problems. The general procedure of this teaching method is: create problem situations according to the teaching process? Students independently discover and ask questions? Explore independently and solve problems? Discover new problems? Solve the problem? Draw multiple conclusions. In the process of exploring questions, students experienced a biological knowledge? Rediscover? . The organic integration of the three can effectively promote the formation of a new interactive relationship between teachers and students, improve teaching efficiency and effectiveness, help to innovate teaching models and creatively use teaching materials, and at the same time develop students' inquiry ability and cultivate their innovation ability and spirit.
The question is, have students entered the inquiry state? Fuse? Where does the problem come from? So what? Question? To promote the inquiry teaching of biology? Let's talk about some experiences based on the author's teaching practice.
1. Take basic questions as the starting point for students to think.
Basic knowledge is formed and developed under the guidance of basic problems. Teachers should thoroughly study the teaching materials, put forward basic questions suitable for students and create corresponding problem situations. Doing so can not only stimulate students' interest and thinking, but also point out the direction for the next study and exploration.
Creating a problem scenario can include three stages:
The first stage is to create situations, stimulate interest, promote thinking and improve students' learning enthusiasm. Zhu Zeng, an educator in the Southern Song Dynasty, once said: Those who study without doubt must be taught to have doubts, while those who have doubts will have no doubt. Is there any progress here? . In classroom teaching, there are often some students who can't find problems and ask questions in the process of reading and learning. After students have the courage to ask questions, teachers should delve into the teaching materials in the daily teaching process and adopt different teaching methods according to different teaching contents, so that students can ask questions on their own initiative. Suhomlinski, a famous educator in the former Soviet Union, said: The less children feel the intention of the educator, the greater the educational effect. In order to arouse students' problem consciousness, teachers should use various teaching methods such as language, experiment and teaching AIDS to create situations that meet students' needs. ? In the current textbook? The discovery of photosynthesis is a typical example. The textbook arranges this part of the teaching content through several classic experiments, among which verification? Photosynthesis produces starch? This experiment is an excellent material to induce students to ask questions. The whole process of this experiment, from shading, illumination, decoloration to testing the existence of starch, embodies a scientific exploration process and shows a scientific exploration idea. Therefore, when organizing this experimental teaching, we might as well do the following two explorations: first, change the verification experiment into exploratory experiment; Second, the preparation process of the experiment actively absorbs students' participation, such as shading and lighting, so that students can fully perceive the exploration experience. Wait until the experiment is over in class. Why do you keep geraniums in the dark all day and all night? Why do you wrap some leaves in black paper before the experiment and then expose them to the sun for 4 hours? Why do leaves need to be heated in water after alcohol is added? ? Such problems will be vividly portrayed in students' minds, which will certainly stimulate students' thinking and make them consciously participate in learning activities.
The second stage: explore and discuss, exchange and summarize, and cultivate students' independence in learning. After students enter a positive thinking state, teachers should promptly guide students to actively find effective ways to solve problems. At this time, we should take students as the main body, provide them with enough time and space for thinking, and let them construct their own biological knowledge through active discussion under the influence of group factors. For example, when studying the section of hormone regulation in plants, after guiding students to learn the discovery and function of auxin through the inquiry learning process, in order to cultivate students' thinking ability of seeking differences, we can further expand and transform the content of the teaching material, give students the following information and guide students to further explore: For a long time, people think that the phototropic growth of plants is caused by the uneven distribution of auxin. However, since 1980s, some scholars have accurately measured the auxin content of some phototropic plant organs, such as radish hypocotyl and yellow oat coleoptile, and found that there is no difference between them. Think about it, class. Are there any other possible reasons for the emergence of phototropism in plants? Can you make a reasonable assumption? Through the above-mentioned teaching process, students can think and discuss with different thinking, and their thinking is sublimated to a new height, which not only expands the space of thinking, but also cultivates and trains students' critical thinking ability and innovative thinking ability.
The third stage: deepen understanding, extend inquiry and cultivate students' creativity in learning. Learning is the foundation of creation, and creation is the advanced stage of learning development. The highest performance of creative thinking activities, and the starting point of creation is to ask questions, so we must carefully support students to find problems, put forward the bright spots of problems, and encourage students to have evidence? Do something unconventional? Let their thinking diverge in different directions, so as to have the ability to decompose the same research object, thus forming the so-called? Thinking differently? .
For example, after learning about the absorption and utilization of water by plants, students found a problem in the process of learning. Can the concentration of epidermal cell fluid of an onion scale be determined by the principle of separation and repair of plant cytoplasm wall? We took the opportunity to ask: what experimental materials and instruments are needed to measure the concentration of cell fluid in the epidermis of an onion scale by experimental methods? How to design the experiment? If you are required to take notes, please design a record form. This is just an assignment, which is assigned to each group to complete. After the students' design is completed, let each group representative show their own scheme in class, and all the students will evaluate and improve it. Then, after screening out the best scheme, let the students experiment in groups and conduct it in an open laboratory through group cooperation.
2. Based on cultivating students' exploration spirit.
The inquiry teaching of biological problems is very beneficial to cultivate students' exploration spirit and ability to analyze and solve problems, promote the development of intelligence, stimulate students' interest and enthusiasm in learning, and enable students to explore and uncover the mysteries of knowledge with a positive attitude. In the process of designing problem situations and guiding students to explore problems, we should cultivate students' spirit of inquiry, so as to make teaching methods full of vitality. For example. The movement of plants? In teaching, students are very interested in the earthquake-sensitive movement of mimosa, the phototropism of plants and the predatory movement of pitcher plants, and ask many questions, so that I can introduce the common thixotropic bending phenomenon of Luffa tendrils to students and ask questions: What factors are related to the thixotropic bending of Luffa tendrils? ? Students' interest in this will easily lead to their' thinking and guessing', so we took the opportunity to put forward an exploratory experimental topic: to verify the relationship between the tactile bending of Luffa tendrils and the intensity of stimulation. During the whole experiment, the students went through the following process: Find the problem? Thinking and analyzing problems? Find a solution to the problem? Experimental operation? Analyze experimental phenomena? Draw a conclusion. The whole process was inspired by the teacher, and the students completed it independently. Students really become the main body of learning, give full play to their creative thinking ability, develop their thinking to a great extent and improve their scientific literacy.
3. To improve the efficiency of classroom teaching as the end point.
Problems in biology class drive the whole process of inquiry teaching, so that students can constantly ask questions to their teachers. Question? Under the guidance of students, try to solve problems by using what they have learned and learning new lessons. Students have been in a state of positive thinking, their thinking has been well trained, and the teacher has focused on explaining. Students have mastered the strategy of analyzing and solving problems efficiently through learning examples and trying to learn, and their ability to solve problems has certainly been improved. Thereby improving the teaching efficiency of the whole class.
Einstein once said: Asking a question is often more important than solving a problem, because solving a problem may only be a teaching or experimental skill, and asking a new question often marks a new invention. ? Today, when inquiry learning is advocated, teachers have to abandon the traditional inquiry learning. Teacher dignity? Ideas, do democratic teaching, create a relaxed and harmonious democratic atmosphere, strive to create problem situations, and let students open the door to problem awareness with problem-driven.
Of course, it will not happen overnight to cultivate students' problem awareness and improve their ability to find and solve problems. It requires constant efforts between teachers and students. Need to know? Strange inventions, starting point is to ask? Cultivating students' problem consciousness is the starting point of creation, and problem-driven inquiry teaching enables students to cultivate their exploration ability and thinking ability in the process of constantly trying to solve problems, thus achieving the cultivation and promotion of creativity.
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