Design And Practice Of Inquiry Cases In Biology Teaching Of High School

The new curriculum reform which central thought emphasized the student's main role put forward new requirements to the high school biology education.In order to meet the requirements of the new curriculum reform,case study method was adopted in high school biology teaching.The teaching of the case study emphasized the student as the main body.Besides,devoted to elaborate the subjective initiative of students,help the students master the biological knowledge and improve learning interest.At the same time it required teachers to be able to guide students' self-study and exploring in the learning process,and to improve the ability to solve problems autonomously of students.As a new teaching method,the aim was to change the concept of teachers and students and the original teacher-based spoon-feeding teaching method so that students became the subject of the classroom.However,there remained some problems such as poor design,single form,ignoring the individual issues of guide case,especially the inquiry case.Therefore,optimizing the design of the inquiry case was imperatived in order to achieve better classroom teaching effects.Based on the theory of zone of proximal development,humanism and constructivism,some reasearch methods such as literature law,interview,action research and case analysis were used in this study.Then,combined with individual teaching practice,the practical study of self-designed inquiry cases in high school biology teaching was made.In this study,the literature method was firstly used to understand the application status of the inquiry case,define the relevant concepts,clarify the problems existing in the teaching practice and give the solution strategies.The design and compilation of high school biology inquiry case were studied.secondly,summarized the principles and strategies of the preparation,preparation work,module setup,design and optimization of the inquiry case,also introduced the general process of the inquiry case use.In order to test the effect of self-designed inquiry cases,the corresponding classroom teaching practice was also carried out in this study.Through the questionnaire and interviews,the actualities of students learning attitude,academic performance and the use of the inquiry case were investigated..The results showed that the students' academic achievement,autonomous learning and inquiry ability and the teaching design ability of teachers were improved,and the optimal design of the inquiry case was worthy of attention.Based on the above research results,relevant suggestions were given on the use of inquiry case in high school biology teaching,hoping break the homogeneity of inquiry case design,promote the design quality of the inquiry case,improve the level of teachers' teaching reform,develope the innovatived thinking and self-study ability of students.As a result,applying the inquiry case better would benifit for better teaching effects.