The Thinking And Practice Of The Inquiry Teaching Of High School Biology Courses In The Historical Science Of Biology

Under the guidance of teaching theory and practice and combined with teachingmethods of experiment, literature and inquiry, this subject researches on the thinkingand practice of the inquiry teaching of high school biology courses in the historicalscience of biology. The teaching mode makes full use of different teaching methods andways to conduct efficient teaching of the boring knowledge of the history of high schoolbiological science teaching. Based on the history of biological science, the teachingprocess dig contained educational value in the finishing materials, enhancing students’understanding of the nature of scientific knowledge and helping students understand thegeneral methods of biological science research. Therefore students’ abilities of inquiryand their scientific attitude towards questioning are developed and their creativity isactivated as well.The thesis is divided into four parts: the first part is the background research,including problem-raising and the research status of teaching by the history ofbiological science. The second part is a theory review of high school biology history ofscience teaching and inquiry-based teaching, including defining related concept anddeciding the theoretical basis. The third part discusses the history of biological scienceapplied to high school biology inquiry teaching, and cites the history resources and theeducational value of the history of biological science in high school biology textbooks.The fourth part is about the experimental process of the history of biological scienceinquiry teaching and the analysis of experimental results.