习题课作为高中生物学课堂教学的重要一环，在培养学生问题解决能力，发展思维水平及综合能力上有重要的作用。传统的习题课主要是以教师主讲的“练习—评讲—订正”模式，学生课堂自主性不足。其次，学生在学习能力、思维水平、性格特征等方面是存在客观差异的，但习题课的针对性不强，学困生会存在跟不上课堂节奏的情况，而学优生也容易出现“吃不饱”的现象，导致习题课效率低下。而通过“分层说题”的形式能有效改善习题课学生自主性不足的情况，同时能够提升学生的思维水平及解决问题的能力。

说题教学活动上大多数研究仍停留在理论层面，缺乏更为深入且结合分层教学的实证研究。本研究在开展教学实验前先对学生进行习题课现状的调查与访谈，进而构建高中生物习题课分层说题教学模式，再精心分层备题，编制说题任务单，最后在进行实验后对学生的问题解决能力及思维水平效果进行评价。进行分层说题教学实践后，得出以下结论：（1）分层说题活动对中等生及学困生学习成绩的提高有明显效果。（2）分层说题活动对学生的思维水平发展和问题解决能力的提升有一定的促进作用。

As an important part of high school biology classroom teaching, homework exercises play an important role in cultivating students' problem-solving ability, developing thinking level and comprehensive ability. The traditional practice course is mainly based on the "practice-comment-correction" mode taught by teachers, and the students' classroom autonomy is insufficient.Secondly, there are objective differences among students in terms of learning ability, thinking level, personality characteristics, etc., but the pertinence of the exercises is not strong. For students with weaker foundations, they may not be able to keep up with the rhythm of the classroom. For students with better foundations It is also prone to the phenomenon of "not getting enough to eat", which leads to low efficiency of practice lessons. And through the form of "hierarchical questions" can effectively improve the problem of students' lack of autonomy in the practice course, and can improve the students' thinking level and problem-solving ability at the same time.

Most of the research on the teaching activities of the topic is still at the theoretical level, and there is a lack of more in-depth empirical research combined with stratified teaching. In this study, before the teaching experiment was carried out, the students were IIIinvestigated and interviewed on the current situation of the practice course, and then a hierarchical teaching model of the high school biology practice course was constructed, and then the questions were carefully prepared in layers, and the task list was compiled. Finally, after the experiment was carried out Evaluate students' problem-solving ability and thinking level effect. After carrying out the teaching practice of stratified problem speaking, the following conclusions are drawn: (1) The stratified problem speaking activity has obvious effect on the improvement of the academic performance of the middle school students and the students with learning difficulties. (2) Hierarchical problem-speaking activities have a certain role in promoting the development of students' thinking level and the improvement of problem-solving ability.