The Exploration Of Secondary High School Biology Learning Materials Under The Concept Of Inquiry-based Learning

There is a great demand for innovative talents because the development of technology and economy is in the transition to innovation driven. The cultivation of innovative talents depends on education. Independent inquiry learning mode is conducive to the cultivation of students' innovative ability and thinking. Therefore, it has become an important direction of the new curriculum reform. The traditional textbooks mainly compiled to facilitate teaching from the perspective of teachers, and the learning function of textbooks didn't get enough attention.Learning materials are designed to facilitate students' independent study. The transformation from teaching materials to learning materials is the inevitable requirement of changing students' learning style. So the research on the construction of the material is initiated.The author's research are divided into seven parts: The first part serves as the introduction,mainly describing research background, research objective, research methods, research significance and correlative concepts. The second part is the theoretical basis, mainly introducing the learning and curriculum theory about the construction of learning materials under the concept of inquiry-based learning. It provides theoretical support for the construction of learning materials. The third part is the principles of learning materials construction. It summed up three important principles of learning materials construction, including highlighting the inquiry-based learning style, reflecting the subjectivity of students and stressing the characteristics of high school biology. The fourth part is the writing strategy of learning materials, including three aspects: content design, column design and experimental design. The fifth part is example of learning materials. In this part, the author attempted to compile learning materials by taking“Genes and Traits” as an example, hoping to provide reference for frontline high school biology teachers. The sixth part is feedback and evaluation. Through interviews, the author collected high school teachers and students' perceptions about the learning materials and revised learning materials based on their opinions. The seventh part is conclusions. The author's research stimulates the learning enthusiasm of students, so that students can learn spontaneously and actively, and it has been promoted the transformation from teaching materials to learningmaterials.The author's research is just a small part of the construction of secondary high school biology learning materials, and there are many imperfect places. Hope that the future researchers will do more useful exploration to make the learning materials more suitable for the students' self-inquiry learning.