Junior High School Biology Science Inquiry Teaching Model Experimental Study

Inquiry teaching is one of the teaching methods, which has been strongly advocated in the education sector since the new curriculum was implemented. Its implementation plays an important role in cultivating students’spirit of innovation and creativity. The main purport of this paper is to improve students’ scientific literacy through the application of scientific inquiry in biology class. To analyze the feasibility of the implementation of the teaching model from the theoretical and practical, and to use the teaching model in actual classroom, which has been discussed and analyzed under actual situation. The main study methods of this paper are action research, demonstration act, case analysis, and literature analysis.After the experiment implementation during one semester, from comparison between the pretest and posttest in biological results, and statistical analysis in a variety of survey data, it turns out that the implementation of inquiry teaching model in the junior high school biology classroom teaching helps to improve teaching model more than the traditional lecture does. As a discipline, biology has not received enough attention of teachers and students, and only few students are interested in learning biological. However, after implemented inquiry-based teaching model in experimental class, increasing number of students are interest in the biological, and the initiative of the experimental class students in learning biology is significantly stronger than those in the normal classes. Because inquiry-based teaching model emphasizes the dominant position of the students in the classroom, the experimental class students’exploration awareness and capacity are significantly stronger than those in normal classes. Such mode has a unique advantage in training students’rigorous scientific attitude, improving their scientific literacy, and enhancing the spirit of independent innovation. In addition, during actual teaching process in the experimental class, the active classroom atmosphere made students are more willing to exchange, cooperation with peers to actively participate in the discussion, and more active learning. However, the limitations of the traditional examination system and the outmoded of the entire concept of social education, and the lag of education evaluation methods, which all brought a lot of resistance to implement of inquiry mode of learning and teaching model. What kind of content suitable for what kind of explore mode, it is worth further thought. This article is divided into five sections.The first section:IntroductionThis section studies three levels of the origin, the research methods and ideas, and literature review. It mainly states the necessity of inquiry teaching and the ideas and methods of the study in the biology teaching.The second section:The theoretical foundation of biological science inquiry teaching modelThis section mainly states from three-depth study of the biological sciences, which are connotation of scientific inquiry and inquiry teaching model implementation process, the concept of inquiry teaching model in junior high school biology and the feasibility of implementation in junior high school biology, to explore the inquiry teaching mode theory. Studies have shown that inquiry teaching focuses on the knowledge of the formation and development, pay attention to cultivate students’ inquiry ability, so that students in the learning process which were used to be passive recipients, and now become the initiative explorers, and finally students explore a more comprehensive understanding and master knowledge.The third section:Implementation biological inquiry teaching in8th grade classesThis section was carried out from implementation and steps of the principles of inquiry teaching, and teaching cases design. The steps of biological inquiry teaching model provide a reference of the teacher’s classroom time allocation as well as classroom program designed. This section also would cite a teaching case to show design thought of inquiry teaching mode.The fourth section:Inquiry teaching model in the teaching experiment in8th grade biological classThis section is researching in the experimental classes and normal classes, under the other conditions constant. Implementing inquiry teaching in the experimental class, while traditional teaching in the normal class. And then compare those two classes from the results, the study of biological interest, study attitude, and exploration ability of students. Studies have shown that:the implementation of inquiry-based teaching plays a pivotal role to improve student achievement, students’ sense of innovation, and exploration ability.The fifth section:Summarizes and ReflectionAt the end of this article, it put forward questions, the lack of places to be explored further, and pointed out that the long-term and arduous nature of the inquiry learning research in theoretical research, we need to keep practical testing and exploring more actively and steadily.