Study Of The Biological Sciences To Explore Effective Teaching Behavior

As the teaching idea promoted in the curriculum reform, science inquiry has got great attention from teachers in both theory and practice. The change of teaching idea and teaching methods depend on changes of teaching activities. In order to increase scientific literacy and change the pattern of learning as well as culture the innovation and practice ability of students, therefore, we focus on how to improve teaching behaviors and increase the effectiveness of science inquiry.The study summarized science inquiry's features, forms and value based on the method of referring references both domestic and foreign. Besides, the conditions of update biology science implement were also studied with the method of questionnaire, classroom observation and statistical analysis. We found:(1) Students are very interested in science inquiry; teachers have implemented science inquiry in practice other than only in idea before; students could understand procedures of science inquiry; abilities of science inquiry have abstained preliminary culture; there are some significant difference in abilities of science inquiry among different grades.(2) Science inquiry teaching, it was achieved by series of teaching behaviors, the study have been focused on three kinds of teaching behaviors, including circumstance creating and quizzing as well as classroom organization. Results shows that it has certain effectiveness but still needs to be improved; there are some significant differences in teaching effectiveness among different behaviors and there are also some differences among different performances in the same behavior as well.To improve effectiveness of different behaviors, the restrictive factors were also analyzed and give suggestions below:1. Effective circumstance creating should be more relative to the real life, opening and setting multi-level questions to enhance students'thought.2. Effective quizzing should enhance questions'quality, give students enough waiting time; cautiously-choose the one who answer question and treat the answer carefully to give positive strengthening.3. Effective classroom organization in science inquiry should improve quality of grouping; promote effective cooperation implementation within groups and build effective evaluation mechanism both division and cooperation.