How do I create problem scenarios. To guide students to explore their own sexual purposes? This has become a new round of education reform, an important part of the study. National third “active classroom” teaching seminar-curricular activities. In order to implement the curriculum reform is an important step. In this event, three teachers from different schools on the “material instances of transmembrane transport,” a lesson started with the discussion of teaching heterogeneous classes, this paper intends to combine these three classes to talk about their problems on the creation of scenarios some views and experiences.

1, the creation of the importance of the problem scenarios

To enable students to understand the difficult situations faced by scientists. Collecting and processing the required information. Finally reached the inquiry process of problem-solving. So that students find in real life situations and analyzing problems, problem-solving abilities, and these problems are due to this scenario an important prerequisite for the creation of the problem. Therefore, I am biology class teaching, always trying to create problem scenarios. Inspired students & Products enthusiasm for learning. To enable students to create an urgent desire for seeking to obtain new knowledge, in the news and the students create an imbalance between the psychological quest for knowledge, uncoordinated, the students and issues related to the introduction of a scenario being.

Second, the creation of the way the problem scenario

1. The creation of practical problems from everyday life situations

Case 1 Teacher Yang A and B show the label affixed with two mineral water bottles. Which were filled with Stiffness and wilting the greens. Q: “cause these two phenomena are the reasons for what?”

Student replied: “A bottle filled with water, no clean water or a bottle B may be salt.”

Then ask: “how to make the B bottle (wilting of) vegetables and leaves become tender?”

Student A: “to soak vegetables in water, the leaves get in the water restored.”

In this question-answers, and guide students to analyze, students will feel the joy of success and experience the fun of learning biology. Then guide the students to learn can be summed up in high concentration solution of cell water loss, in the low concentration solution of cell-absorbent principle. And in accordance with this principle, enable students to analyze: Why is the ground of the crops nicotine long bad? A one-time crops fertilization would cause too much Why do the “burn MILLER” phenomenon? So. The textbook knowledge and real life link, the students into a real scenario to explore the issue. Easy to understand not only the students have learned. Can also stimulate students to explore their enthusiasm, so that students can actually feel the biological knowledge and our lives, the production actually closely related. Everywhere in life We need to find things.

2. Create problems in the experimental teaching scenario

Experimental inquiry teaching can be used as one of the vehicles, using “problem – - hypothetical – - Experimental Design – Experimental Inquiry – draw conclusions – express exchange” a new model to emphasize the students to explore new knowledge and access to new knowledge through experience to achieve results and the process and try to better train students in scientific literacy.

Teacher Liu Case 2 pre-class collection of students in experimental courses on a one – to explore “plant cells absorb water and water loss,” the issues raised. After the Zhaibian multimedia showcase some of the questions raised by the students. Such as:

(1) Why did you choose the purple onion scale leaf experiment material? Can onion scale leaves with colorless experiment material?

(2) The plant cell is not an infiltration system, which is equivalent to semi-permeable membrane structure?

(3) The plant cell under what circumstances would water loss, water absorption in what circumstances would it?

(4) How do plant cells absorb water and water loss? Water absorption and water loss from the main body where?

(5) If the mass concentration of 0.5g/mL sucrose solution or 5% of the salt solution instead, what are the results ⋯ ⋯ students in hands-on experiments can be raised many questions, so that the students want to know the problem with lectures, can do have to be do not give. Rather than comprehensive. This will not only solve the problem the new materials class tight, but also develop their ability to innovate. Go through the guidance of teachers, so that students quickly grasp the concept of protoplasm layer, the cell under what circumstances the knowledge of water loss and water absorption.

3. Create problems in the multimedia presentation scenario

Multi-media teaching methods through a wealth of maps, text, sound, animation and other vivid scenes, the multi-channel for students to demonstrate against the secret life of students by a number of sensory stimulation, active thinking, the problem thus spark embarked.

Case 3 leaves the teacher demonstrate osmosis unit, the use of multimedia courseware demonstration experiment. Strings to guide students through the issues the panel discussion three issues:

(1) how a device by changing the infiltration conditions so that the funnel and beaker of liquid height difference exist?

(2) If instead of cellophane with a layer of gauze, the liquid inside the funnel tube will increase do?

(3) If not a beaker of water, but the same concentration of sucrose solution. The result? Panellists and students through the analysis of the phenomenon, understanding the role of semi-permeable membrane, and then the role of teachers and students together summarize the infiltration conditions: first a semi-permeable membrane: The second semi-permeable membrane concentration difference exists on both sides of the solution. Students are also very efficient in acquiring this knowledge, but because they observe the side while thinking, thinking skills be trained to improve the comprehension.