Research On Teaching Strategies For Improving Junior College Students' Scientific Reasoning Ability Based On Scientific Inquiry Experiments

The new curriculum standard places scientific inquiry at the top of the curriculum objectives and curriculum content.It is required that "the scientific inquiry process always runs through all kinds of thinking activities,and we must pay attention to cultivating students' thinking ability in the course of inquiry teaching",and closely connect the students' thinking development with scientific inquiry.The ability of scientific reasoning as an intrinsic thinking ability for summarizing natural phenomena and interpreting scientific theories is completely consistent with the content of inquiry teaching.The development of students' scientific reasoning ability not only helps students understand and understand the nature of science,realize the overall goals of the curriculum,but also develop students' thinking,improve their intelligence level and promote social development.Therefore,it is of great theoretical and practical significance to improve students' scientific reasoning ability through scientific inquiry teaching.The paper is divided into four parts:(1)Reading literature,understanding the scientific reasoning ability,scientific inquiry and teaching strategy related research results.(2)Using classroom observation method,questionnaire survey method and interview method to understand the current status of junior high school scientific inquiry experiments and students' scientific reasoning ability,and find out the reasons for the problems.(3)Through the classification of problems,sub-links put forward corresponding teaching strategies,teaching design of scientific experiments,and practice in the classroom.(4)Through the test volume,the students' scientific reasoning ability is measured before and after,and the correlation between the pretest and posttest is analyzed to evaluate the effectiveness of the teaching strategies.The paper finds that the scientific reasoning ability of junior high school students is relatively weak through various survey methods.This is closely related to the lack of independent thinking in the scientific inquiry classroom.The main reasons are:(1)In scientific inquiry experiments,Pre-learning will cause students to be limited by the content of the teaching materials and it is difficult to diverge thinking.(2)The scientific inquiry classroom is dominated by teachers,students' main position is difficult to reflect,and thinking is difficult to develop.(3)The lack of post-class study of students,lack of application and understanding of theoretical knowledge.For these reasons,the paper proposes three teaching strategies for scientific inquiry experiments:(1)Pre-learning teaching strategies for basic knowledge preparation.(2)The teaching strategies of guidance and openness in all aspects of classroom teaching.(3)Arrangement of experimental tasks after class and request feedback on teaching strategies.In an experimental improvement design and two practical instructional designs,instructional strategies are applied to illustrate the ability of students in practical classes to conduct scientific reasoning,and the classroom effect of teaching strategies is analyzed based on the results.The aim is to demonstrate this through empirical research.The teaching strategies put forward in the thesis obviously improve the junior students' scientific reasoning ability.