Research On The Designing Of Digital And Inquiry-based Activity In Biology To Cultivate The Scientific Inquiring Ability

With the development of the foundation education reform, fostering students’ scientific inquiring ability and enhancing students’ biological science literacy have become one of important content in the biology curriculum reform.Scientific inquiry activity based on the scientific inquiry practice, plays a crucial role in promoting students to understand the scientific concepts and facts, train the ability of scientific inquiry, realize the scientific process and methods, form the scientific attitudes and scientific values, and focus on the relationships between social science and technology. The development of the digital information technology makes it possible to realize the combination of information technology and biology curriculum conformity, which promotes the reform of traditional teaching and learning in middle school biology. As the product of information technology and biology curriculum integration, digital and inquiry-based activity in biology has incomparable advantages in training students’ ability of scientific inquiry and developing students’ biological science literacy.The article written for the cultivation of scientific inquiring ability, did the preliminary research of digital and inquiry-based activity designing in biology. This paper is divided into five parts. The first part is introduction, introducing the research background, discussing the present situation of the science inquiry ability and the digital inquiry activity in the way of document analysis, questionnaire survey and classroom observation. And then the paper identifies the methods used in this paper, and states the research contents. The second part is the study ideas of integrating scientific inquiry teaching and digital elements. The article illustrates the three dimension framework which contains cognition, context and content, analyzes the digital elements for the three dimensions of scientific inquiry ability in designing activities, and puts forward the principles to follow in integrating scientific inquiry teaching and digital elements. The third part analyzes the elements in the digital inquiry activity such as learner analysis, learning environment analysis, goals establishing, choosing digital elements, organizing contents, activity evaluation and feedback and so on. Besides, it also proposes the basic framework of digital and inquiry-based activities in biology. The fourth part is the activity designing research from the angles of cognition, context and content. It also analyzes the classroom teaching videos, and performs the designs and analysis from the three different dimensions in cultivating the scientific inquiring ability. The fifth part is mainly about the summary and prospect of this research, summarizing the achievements and deficiencies, and introducing the following study on this research.