Study On The High School Classroom Organization Of Biological Inquiry Teaching

With the development of science and technology, competition between countries becomes more and more bitter. In most cases, education is the crucial while talented people are the core of international competition. For that under the international occasion, a great number of excellent person or a strong and solid educational status is a standard to measure whether a country is superior to others. Thus, countries have realized the importance of its education and took it into its tragedies. The Basic Education Curriculum Reform (Trial), which was first published in China on December, 2001. points out that practice and innovation ability are the emphasis of our quality-oriented education, and its core task is to change the old patterns of learning and instruction. In that case, inquiry teaching is advocated in the newly reform of basic education curriculum. Teachers are required to lead the students, willing to explore, to participate in classes, making autonomy and independence their qualities. Inquiry learning is one of the basic principles of The Biology Curriculum Standards in General Senior Middle Schools (experimental edition). One of the important and specific targets of the newly reform of our national basic education is to propose students participate in inquiry teaching initially. The inquiry ability is the core subject of scientific curriculum, and inquiry teaching has become the hot point in the field of basic education recent years.On the reference of foreign experience and other peoples' research, the author uses literature analytic method, the interview method and classroom observation method in this study, aiming to find out some implications on how to organize effective inquiry learning lessons and make full use of inquiry teaching. Therefore, this study will provide beneficial enlightenment to the front-line high school biology teachers on how to teach more effectively as well as help the education policy makers and curriculum planners to improve the students' proficiency.This paper includes four chapters:Chapter one is the introduction to the present study. including the reason for the selected topic. the background and the status quo of inquiry teaching, the meaning and purpose of the study, and basic research methods.Chapter two illustrates the theoretical construction of inquiry teaching. The author discusses the four main basic theories of inquiry teaching. i.e. constructivism, humanism. processing constructivism and pragmatism. Then the author further elaborates the origin. definition, characteristics, classification and advantages of inquiry teaching as well as the meaning and function of class organization.Chapter three presents the practice research on the application of inquiry teaching in senior high school biology classrooms. The overall design of this study is put forward in this chapter. And class observation and interview were used as research methods to explore the application of inquiry teaching in high school biology teachers' lessons. According to the research findings, learning groups, classroom teaching evaluation, teaching environment, gap of students' levels and teachers' roles are the main factors affect biology inquiry teaching in senior high school.Chapter four proposes the implications and recommendations of this study. According to these findings, implications and suggestions for future research are as follows:I) establish effective cooperative mechanism and thus boosts the creating of inquiry learning classrooms,2) create a good education environment and learning atmosphere in order to improve the students'willingness to learn,3) develop the students "the Last Developing Area" to help students learning enthusiasm,4) improve the evaluate system and make full use of class hours,5) direct the students' attribution so the students can learn better in the future,6) improve the teachers' understanding of inquiry teaching and strengthen their quality and capability of teaching,7) strengthen the training and cultivation of creative teachers and promote professional development of teachers.