A Study On The Influence Of Biological Science Research On Problem - Solving Ability Of Junior Middle School Students

In the new era of knowledge and information explosion, technological competition and talent competition becomes more intense, the world more emphasis on cultivating innovative talents, so that students learn how to learn and think, has become the focus of attention of the community, including how to promote students’ problem-solving skills the increase is one of the core problems of modern education.Change the traditional "indoctrination" teaching, to promote and strengthen the implementation of scientific inquiry learning is a new era for school education requirements.The traditional teaching practices in light of the ability to light the nature of light quality philosophy and practices exist, hindering the cultivation of high quality talents, the teacher failed to explore a deep understanding of the biological sciences, in the current study did not involve biological theory of scientific inquiry on junior high school students problem-solving ability and what impact? This study sought to clarify precisely the problem.This study will combine theory and practice, the use of literature research, classroom observation and experimental research method, starting from the students’ learning behavior, biological science with practical demonstration on the junior high school students to explore the impact of problem-solving ability, trying to solve the teaching practice, "light capabilities, light nature, light quality "issues, promote the transformation of learning styles.In theory provides a reference argument for our bioscience Research Study; junior high school students in practice to improve problem solving skills as the starting point and goal of the study, a deep understanding of biology teachers "scientific inquiry" to provide practical guidance and reference, provide confidence and security for the school firmly implement the scientific inquiry learning. The main contents include:First Review of literature on the ability of biological scientific inquiry and problem solving. Including related concepts, ideas and theoretical basis of the origin of scientific inquiry, basic concepts, elements and basic characteristics, classification, problem solving, research status and psychological basis of domestic and international capacity;Second, biological scientific inquiry and problem-solving abilities correlation. Including analysis of junior high school students needed to solve biological problems, problem solving structural composition and formation conditions to launch the biological basis for the development of scientific inquiry is the problem-solving abilities and demonstrate the process of scientific inquiry biological problem solving ability.Third, empirical research capacity increased biological scientific inquiry teaching problem solving. Through the teaching behavior of biological science inquiry and traditional teaching of teachers and students in the classroom learning behavior were observed, as well as problem-solving strategies factors and non-intellectual factors of scale analysis, scientific inquiry to investigate the biological problem solving junior high school impact.Due to the structure of problem-solving ability of the composition contains intellectual factors (cognitive thinking), non-intellectual factors (motivation, emotion, etc.) and strategy factors (learning strategies), through these three studies, achieved the following results:1.Biological scientific inquiry can significantly improve the ability of junior high school students thinking problem solving:(1) Biological science inquiry focused on thinking educational goals;(2) Educational content based on biological science inquiry and problem solving with a wealth of learning activities;(3) Whole process of Bio-scientific inquiry teaching scientists are exploring ways.2.Biological science inquiry learning strategies for junior high school students have mastered a significant role in promoting problem solving:(1) Based problem-solving process, inspiration, training students to use learning coding strategy;(2) Rich learning activities more intuitive strategy to guide students in selective attention;(3) Experience the inquiry process, promote student reflection and metacognition.3.Biological science inquiry learning for junior high emotions, interests, motivation and will have a positive impact:(1) Create a democratic learning environment to promote student learning positive mood;(2) Problem-based learning activities enrich the line, to stimulate student interest in learning, Discovery desire, enhance internal motivation;(3) Active learning, emotional, learning interest, motivation to create the conditions for positive thinking.In summary, biological science inquiry teaching junior high school students can significantly enhance thinking skills, learning strategies have a positive impact on learning, emotional and learning interest and mutual influence of the three mutually reinforcing, in junior high school students to solve the problem when the problem-solving ability increases.