Practical Research On Biological Argumentation Teaching In Senior High School To Improve Students' Scientific Inquiry Ability

Over the years of curriculum reform,the proportion of scientific inquiry activities in new science courses and textbooks in China has greatly increased,which gives students more opportunities to practice.Inquiry-based teaching mode has become the focus of attention of front-line teachers and educational researchers.More and more front-line teachers introduce inquiry activities into the classroom.But in the process of concrete implementation,people often understand inquiry teaching from the operational level,thus turning inquiry teaching into "grasping medicine according to prescriptions",with the "name" of inquiry teaching,but without the "reality" of inquiry teaching.In 2017,Biology Curriculum Standards for Senior High Schools will clarify the task of scientific inquiry more clearly.The existing problems in inquiry teaching will not be conducive to the realization of this goal.Demonstration emphasizes the essence of scientific inquiry and is a supplement and deepening of the connotation of scientific inquiry.Therefore,it is necessary to demonstrate in scientific inquiry.Argumentative teaching refers to a kind of teaching mode that introduces argumentation in the field of science into the classroom and enables students to experience the process of argumentation similar to that of scientists,to understand the concept and essence of science and to promote the development of their thinking.Whether this teaching mode is conducive to improving students'scientific inquiry ability lacks relevant empirical research.The purpose of this study is to study whether the application of demonstration teaching in senior high school biology teaching is conducive to improving students'scientific inquiry ability.By using the methods of literature research,experiment and observation,this paper makes an empirical study on two parallel classes in Grade One of Hechuan Experimental Middle School in Chongqing.Firstly,the students' first monthly biology score is taken as the pre-test result,and the students' scientific inquiry ability is pre-tested through the inquiry experiment "the change of steamed bread in the mouth".The PTA scale(see Appendix A)which evaluates the students' scientific inquiry ability is used as the scoring standard.The ability to raise questions,guess and hypothesis,to formulate experimental plans,to explain and to form conclusions is put forward in the table.The sub-abilities of scienability tific inquiry,such as ability,reflective and evaluative ability and written expression are evaluated in the form of written evaluation;the experimental operation and observation ability,oral expression and communication ability are evaluated in the form of observing students' activities;and the pre-test results of scientific inquiry ability are obtained by combining written evaluation and observation activity evaluation.The results showed that there were no significant differences in biological achievement,scientific inquiry ability and sub-abilities between the two classes before the experiment.Then,after one semester,the experimental class uses the demonstration teaching method and the control class teaching method,in order to make the final biology score as the post-test biology score,and through exploring the "conditions affecting enzyme activity" of the experiment,the post-test of scientific inquiry ability is carried out in the same way as the pre-test.The results of students' biology,scientific inquiry ability and the sub-abilities of samples conforming to normal distribution were compared longitudinally by paired sample t-test,laterally by independent sample t-test,laterally by non-parametiric test of two independent samples,and nonparametric test of two related samples.Longitudinal comparison.The results show that in biology teaching in senior high school,the demonstration teaching is more conducive to the improvement of students' total scientific inquiry ability and biology achievement than the traditional teaching method,and is conducive to the improvement of various sub-abilities in scientific inquiry sub-ability besides experimental operation and observation.