Inquiry-based Instruction Design On Biology In Secondary School

At present, education reform in China is promoting roundly and orderly. With inquiry teaching advocated and requirements of the reform of education, How to design and implement inquiry teaching activity is increasingly getting attention. That becomes hot spot of the current education research.This thesis have studied of biological textbook of junior school and interviewed students in seventh grade with food preservation targeted microorganisms. Through interview process the author found this activity can carry out in the grade, interview also know that students are in doubt for microbial life and microbial sources. The next during interview according the difficulties of the students understanding, conducting a study of inquiry teaching design after refer to the related literature. This thesis have two kinds of forms of scientific inquiry teaching, respectively is compressed version and detailed version. Compressed version solves the puzzles of students for the main purpose and takes two hours. Detailed version has seven activities, the order of activities set with cognitive level and learning scientific of students, and each activity aims to train the students'different learning abilities and practical abilities.Compressed version and detailed design brief version:compressed version has two main activities, that is how to prove there is life and the source of microorganisms in rotten food, the last is expansion about food preservation methods.Detailed version of inquiry teaching design has seven activities, the first activity is the inquiry to life, the main purpose is to difference with living things and non-living things, and understand biological life characteristic; The second event is to classify the several biological what are given, students classification ideology also gradually established along with the increase of the classification; The third activity is exploring the reason of spoilage food, through that make students understand microorganism is the main reason of spoilage food, and through design experiments to cultivate their inquiry skills; The fourth activities explores the mildew life, teaching objective is to solve the difficulties of students understand; The fifth activity is to explore the source of the microorganism in spoilage food, also to let students eliminate erroneous understanding that food can product microbes; The sixth event is to inquiry slowing the speed of spoilage food, and aim to train students the habit of attention things, and able to use existing knowledge and experience explain observed phenomenon; The seventh activity theme is making use of microbes, after understanding the microbes can make food rotted, teaching can not only leave students unfavorable impression of microbes for human, let students one-sided see microbial utilization value, thus to further explore how to utilize the microbial for mankind.This thesis on compressed version and detailed version of the similarities and differences are analyzed and compared, the design of two forms of applicable case also are illustrated:compressed version is applicable to the condition that don't affect class with the plan and schedule, aim at letting students experience exploring learning process, and stimulate students' interest in biology, train their willing to explore and active learning habit; detailed is applicable to School-based curriculum, focus on the cultivation of students' comprehensive ability. This thesis analyzed and compared similarities and differences between this design and textbooks on microbial and food preservation, finally the study made Summary and reflection on the teaching design implementation, and discussed the study design improvement plan.The results of the study show that, through inquiry teaching:it solved students' problems understanding in microbial and food preservation; students experienced scientists' researching problem process and thought; it Improved the students' initiative in learning, students' learning attitude by previous negative cope with into active investment; in loose, harmonious and happy classroom atmosphere their thinking to be more active, they scrambled to make personal viewpoint, and their ability and critical thinking got exercise; students to biological learning engendered great interest, to explore the unknown problems by previous timidity and despise into actively explore and seek solutions; The training of students' experimental design ability also got improved; students from the former mismanagement exchange between a active exchange, to enhance students' sense of cooperation; in the emotion, the student through inquiry and cooperation increased their friendship, the relationship between students and teachers also became quite well.Through the study, the author thinks that the teachers in inquiry teaching character is only by continuously grope explorer, research and inquiry teaching method of teaching, and constantly improve their teaching knowledge and skills to guide the student to carry on the effective inquiry learning; teachers should pay attention to improve the quality of teaching, update personal ideas and concepts, redefine their functions and effects in the teaching process. Suggests that teachers in exploring instructional design, analysis and judge for exploring teaching content whether accord with the teaching, some teaching content is not suitable for exploring and knowledge to tell the students teaching more efficient directly; based on student's confused to design the inquiry teaching, it was more meaningful.