"Scientific Inquiry" Quality Permeated The Teaching Practice Of High School Biology

Cultivating key competences was the aim of biology teaching,which was indicated in General High School Biology Curriculum Standards published in 2017.The key competences of biology consists of the four following parts: life concept,rational thinking,scientific inquiry and social responsibility.However,the intended meaning of “scientific inquiry” is that the student is able to discover questions relevant to biology about the real word;additionally,for a specific biological phenomenon,they can observe,ask question,design the experiment,carry out the programme and discuss and share the result with others.The aim to develop students’ scientific inquiry should be fulfilled in high school biology teaching,which is very beneficial in dealing with problems they will face in their lives.By reading a lot of references,the connotation of key competencies and the four aspects of key competencies in biology and the realationship between them were clarified.In addition,the role and requirement of "scienti fic inquiry" for student were also expounded.Analysing the test questions for college entrance examination,it is obvious that examining the ability of scientific inquiry and rational thinking,which is attached great importance to.Then,interviews and investigations relevant to current situation of high school biology experiment teaching were conducted.Then,the present situation of experimental teaching in biology teaching in senior high school was interviewed and investigated,and the problems of "scientific inquiry" in teaching were analyzed and summarized.Finally,in view of the problems in biological required for high schools.Taking the chapter 5 of senior high school biology(PEP compulsory 1)—Energy Supply and Utilization of Cells as example,teaching cases based on “scientific inquiry” developing were well-designed and then were carried out in Huanggang High School.The results show that students are satisfied with the classroom based on the cultivation of "scientific inquiry" literacy.After teaching practice,there is a significant difference between the results of the experimental class and the control class.The application of the task list of experimental ability is conducive to the implementation of experimental ability.The study demonstrated that teaching practice based on “scientific inquiry” cultivati-ng,in a certain extent,is helpful to develop students’ ability of "scientific inquiry".First,the cultivation of "scientific inquiry" literacy should be carried out in the experimental class,and it should not be replaced by lecture.The cultivation of "scientific inquiry" literacy should emphasize the discovery of problems and the formation of cognition.Second,multiple evaluation tools and evaluation methods should be adopted in the teaching process,rather than a single examination result.Third,examination questions need to check more students’ experimental understanding and expression ability for the content of experiment and inquiry,which is conducive to the development of students’ "scientific inquiry" quality.Fourth,the cultivation of "scientific inquiry" quality cannot be separated from the common role of the other three qualities.