The Practical Exploration Of The Problem Link In The High School Biology Inquiry Teaching

Since 1990s,almost all the countries in the world started to adjust the objectives of personnel training,alter the mode of personnel training,develop innovative learning methodology and the critical teaching methods,based on the basic education curriculum reform and the requirements of the society,to improve their overall strength and competitiveness in the international ascendancy.This innovation not only in accord with the development of international curriculum reformation,but also met the requirements of the progress of domestic education at this stage,and in September 2001 a new round of basic education reformation was launched in our country.The "Basic Education Curriculum Reformation Program","National Medium and Long-term Education Reformation and Development Plan(2010-2020)" and the "Ordinary high school biology standards(experimental draft)" emphasized the importance of critical investigation.The Ministry of Education experts regard "scientific investigation" as one of the key manifestation of the biological core qualities.Actually,critical teaching methodology is precisely in line with the core qualities which advocated to the dominant status of students in class.The most critical aspect of scientific investigation is the question asking.In the inquiry teaching,asking question is the focus and challenge of the current teaching.In this study we attempt to analyze this problem from four distinctive aspects.First,we attempted to comparatively analyze the domestic and foreign research results,to explore the teaching theory of the inquiry teaching and the current situation of question-asking in the inquiry teaching.Second,through the classroom observation method and depend on the standard and inquiry teaching theory to select inquiry teaching cases from the award winning biology works and biology journals,and then to analyze the cases from different dimensions.Thirdly,according to the results of case analysis and the theory of inquiry teaching,developed the teaching strategies to guide students to ask questions.In addition,based on the characteristics of the teaching strategy and the exploration activities,four types of inquiry teaching plans are developed,to design the question-asking situation in the inquiry teaching.Finally,the students of Haizhou High School were selected as the experimental subjects,and the above teaching strategies were applied.Four-month educational experiment was carried out,using the "Test of questions-asking ability of students in middle school" to detect how the questions-asking practice to improve students' ability to ask questions.Following are the results:recapitulate the theoretical basis of inquiry teaching and its problems,the development process and research status at home and abroad,as well as formed a literature review.From different aspects,including the statements of the teaching objectives,the choice of content,the resources development and effectiveness of the context creation,as well as the subjects of the question-asking and the teacher's teaching view,we summarized the features of questions-asking practice in the current high school biology classroom.Developed strategy which can guide students to ask questions in the inquiry-based teaching class,by suitably selecting and designing the teaching content for inquiry,creating problematic situations and improving students'ability to ask questions.Four types of inquiry teaching designs are compiled:model construction,data analysis,life science history and experimental design.Analysis of the experimental results illustrated that there is significant difference between the students in experimental class and the students in the control class after conducting the experiment.There are significant differences of first,second and fourth levels of the problem in the 0.05 level.Research suggests that the teaching strategies proposed in this study can improve the students' ability of questioning in the inquiry teaching,can increase the amount of questions asked by the students in the inquiry-based teaching class,and raise the level of the questions asked by the students in the inquiry teaching class,which is mainly manifested in the improvement of the ability to propose the problems.This will provide a reference for front-line teachers in the application of inquiry teaching in Senior High School Biology.