Research On The Application Of Micro-inquiry In Biology Concept Teaching In Junior High School

< Biology Curriculum Standard for compulsory Education(2011 Edition)> complies with the direction of the development and reform of international science education,clearly shows the teaching requirement of "emphasizing active inquiry learning" in biology curriculum,and under the background of the implementation of the new curriculum,Research topics related to inquiry teaching(learning)emerge one after another,and some teachers try to carry out inquiry teaching in class.However,due to the limitation of teaching content,teaching time,teaching progress and so on,how to carry out inquiry teaching effectively in class is still a question worth discussing.As a special form of inquiry teaching,micro-inquiry teaching is put forward based on the unified demand of inquiry teaching and receiving teaching.This paper studies how to implement micro-inquiry teaching in biology classroom.The literature is reviewed,and the related concepts of micro-exploration are expounded.On the basis of understanding the connotation of micro-exploration,the main characteristics and types of micro-exploration are summarized,and the discovery learning and "recent development zones" and other micro-explorations are briefly introduced.Closely related theoretical basis.In view of the problems existing in the teaching process of micro-exploration in the interview,on the basis of analyzing the research of the inquiry teaching process by domestic and foreign scholars,combined with the relevant theories of inquiry teaching and the characteristics of micro-inquiry,the preparatory work for the implementation of micro-inquiry is proposed.Explore the implementation process.In combination with the curriculum standards,the paper analyzes the important concepts involved in the curriculum of the Biology Education Textbookin Shandong Science and Technology Press,summarizes the subordinate concepts suitable for micro-inquiry,and based on the students' knowledge and experience.The level proposes the corresponding micro-exploration type recommendations.The micro-inquiry case design is based on the theoretical basis of micro-exploration,the implementation preparation and implementation process of micro-exploration.First,the fragment design of the different types of micro-exploration is carried out,and then a section of the "Pipeline of Material Transportation" is taken as an example to design a complete micro-exploration teaching case.Using the experimental method,the designed course examples will be taught in practice.The subjects are taught in the same class of the seventh grade.The content of the lectures is the Shandong Science and Technology Press Compulsory Education Textbook Biology,the seventh grade in the seventh grade.The concept of micro-exploration in the transportation of substances in the human body and the discharge of waste in the human body.In order to ensure the scientific and normative nature of the experimental teaching practice,the micro-exploration is used in the experimental class to teach,the regular class is used for regular teaching,and other irrelevant variables that may have an impact are controlled.Through paper-and-pen test,students' effects on concept understanding are tested.Through classroom observation,teacher interviews and student interviews,students' ability to describe,analyze and solve problems is verified to verify the feasibility of micro-exploration in practical teaching.The results show that the classroom teaching of the experimental class is conducive to students' mastery of concepts due to the standardization and micro-exploration,and is obviously superior to the control class in describing and analyzing problems.Finally,we look forward to the post-test questions and evaluation scales that micro-exploration applies in practical teaching.