Try To Enhance Students' Ability Of Designing Biological Experiments By The Teaching Of Biological Experiments

Biological experiments is an important part of high -school biology teaching and the most common and effective teaching method. However, traditional teaching is to help students learn the relevant knowledge and skills while the cultivation of bio-science disciplines, the scientific spirit and attitudes are ignored by the teachers. In this way, students are unable to master the scientific way of learning Biology.To make the teaching meet the needs of the current experimental reform of the college entrance examination, and to maximize their educational meanings which raises their overall capacity, I read a lot of books. In accordance with the principles of natural science methodology and constructivist learning , I think we had better adopt the method ,because it can create a vivid situation where students can carry on self study ,take an active part in inquiry and have a freedom to express themselves, and ask questions .According to these principles, we need to promote this kind of teaching in the high-school biological experiments with a purpose of improving their ability of designing experiments .Inquiry biotechnology experiments aims at improving students'learning, change the method of their study and the ability to cooperate with others as well as ultimately improve academic performance of students.Several typical high school biology textbooks are selected to carry out the inquiry teaching and evaluate its merits. Then the important part the experimental teaching plays in the improvement of the ability of design comes out naturally. Its aim is to stimulate students'interest in biological experiments through practice. After statistical analysis of the experimental data, we can see that students in Experimental Class do a better job than those of ordinary classes on every side through teaching, especially in the experimental design capabilities. There was no significant difference between pre-test scores (P>0.05) But the post-scores were significantly different, (P<0.05), indicating test results of experiments were significantly higher after the application of the inquiry teaching. In terms of Results in the exam of biology, the pre-test average score was not significantly different. However, (P>0.05) the two post-test scores were distinct(P<0.05). This indicates the success in improving the marks of the students, thus proving the efficiency of the inquiry experimental teaching...