The Research Into Boosting High School Students Learning Ability By Means Of Biology Inquiry Teaching

Nowadays, the knowledge is updating so fast, and the tendency of the aging of knowledge is apparent. So only if a man has learning and handling information ability can he be a real talent. Thereby, the competition of the talents conceals the competition of learning ability. The jumping-off place and end-result of education are the study of students, and the learning ability is the key. Therefore, in the teaching progress, the teacher should attach importance to the fostering of student'learning ability. By means of the theoretical research into the student'learning ability and inquiry teaching, the author finds that the best guide of enhancing the student'learning ability is the inquiry teaching theory. Thereupon, the author attempts to carry out the research into how to boost student'learning ability in the experience of high school teaching.The dissertation consists of five sections. The first part discourses upon the time background, research objectives, meaning, and research status quo. And there are concept definitions of the inquiry teaching and learning ability. The second part expatiates on the common inquiry teaching mode, teaching principle, the theoretical basis of the possibility of heightening the students'learning ability by inquiry teaching and the feasibility of the research. The third part, on the basis of the former research, fabricates a new inquiry teaching mode, which has been implemented in class by means of a variety of teaching strategy. And there are five specific cases displaying the application of the new inquiry teaching mode used in new lessons, review lessons, experiment lessons, and independent study out of class, respectively. Afterwards, the implementation effects are measured by a questionnaire made by the author himself. The forth part, combined with the results of the questionnaire designed for the learning ability and the scores of students, has data analysis and summarization.Through one-year teaching practice and a series of analysis and discussion, the author deems that the inquiry teaching in middle school biology class, can effectively trigger the learning interest of students, boost their study ability, enhance their study willpower, promote the development of their creative ability, and consequently heighten their learning ability. So when the teacher using the inquiry teaching in class, the teacher ought to design an integrated and lifelike teaching schema on the basis of the physical and mental development of students, and focus on the study approach guidance to the students in the teaching process, and then help students construct and ameliorate their own knowledge structure.Owing to the time and outlay, the research still has a lot of aspects to improve, for instance, the sample is not large enough, and then lead to the limitation of the results in validity; the questionnaire is still not consummate, though it goes through the prediction, the analysis of differentiation index, reliability and validity. Implementing the teaching experiments, the researcher might neglect some factors which affect the students'learning ability; how to design valuable questions in teaching; in the inquiry progress, how to evaluate students and coordinate the relationship among the teachers and students. All above call further discussion, and hereby the author proposes them, hoping the mutual discussion with colleagues.