Application And Analysis Of Micro-inquiry Teaching In High School Biology Classroom

In recent years,with the gradual advancement of elementary education reform,inquiry teaching has been attracting wide attention.In the Criterion for Biology Curriculum of High School(2017 edition),it is claimed that one notion of biology curriculum in high school is "the core accomplishment as the goal".The core biological accomplishment of students should be developed including four aspects:view of life,scientific thinking,scientific investigation and social responsibility.One of the strategies for development of the biological core quality in high school is to further strengthen inquiry teaching.Another notion of the new curriculum criterion is that the biology teaching should spent more time on practice training.By active participation during the biological learning,active thinking and practicing,students' basic skills and the innovative spirit and practical ability can be gradually built up.From the notion of the above two curriculum criterion,we can find that inquiry teaching and inquiry learning are still one of the most important ways in the learning of new curriculum criterion,whether for teachers' teaching or for students' learning.Under the background of the implementation of the new curriculum criterion,more and more attention was paid to the biology inquiry teaching.However,due to the limit of course time,course schedule and experimental equipment,inquiry teaching could not be conducted quite often.How to effectively conduct inquiry teaching in biology classroom is still an issue worth solving.To overcome the difficulty that inquiry teaching could not be carried out effectively,one new teaching mode,Biology Inquiry Teaching-micro-inquiry teaching,was designed and investigated in this study.The methods of literature collection,teaching case analysis,questionnaires and interviews and experience summarization were used in this study.Three aspects were mainly focused on as followed:Firstly,the literatures of inquiry teaching at home and abroad were collected and analyzed,and the connotation of "micro-inquiry" and "micro-inquiry teaching" was defined,and then the significance of biology micro-inquiry teaching was presented.Secondly,the mode and strategy of biology micro-inquiry teaching were put forward,and illustrated by demonstration cases.Finally,the classroom teaching practice of biology micro-inquiry teaching strategy was conducted in classroom.To evaluate the implementation effect of micro-inquiry teaching,questionnaires and interviews are conducted before and after the implementation of micro-inquiry teaching.The results show that micro-inquiry teaching can be carried out at any time in middle school biology classroom,and can shorten the time of inquiry activities,overcome the shortcomings of conventional inquiry teaching.And same as conventional inquiry teaching,the micro-inquiry teaching plays a positive role in improving students' interest in biology learning,enhances students' inquiry,cooperation and innovation consciousness,develops students' ability of autonomous learning and expressing,and the ability to operate.To some extent,the strategies of biology micro-inquiry teaching are feasible and effective.The results of this study provide a good demonstration for the extending of micro-inquiry teaching in biology classroom teaching in high school.