Study On Cultivating Students' Scientific Inquiry Ability In High School Biology Experiment Teaching

In the high school biology curriculum standards promulgated in 2017,scientific inquiry was proposed as the core literacy of high school biology,and its status and role in the high school biology curriculum was once again highly valued.At the same time,the new curriculum standard also proposes to strengthen and improve experimental teaching,and points out that experimental teaching promotes students to achieve the main guarantee of the core quality of the discipline.How do teachers further understand the scientific inquiry ability in high school biology in the core literacy-oriented education framework,and make good use of experimental teaching to better promote the achievement of students'scientific inquiry ability.This is crucial for the study,life and development of middle school students.It is necessary for teachers to carry out relevant research.This paper aims to explore ways to cultivate students'scientific inquiry ability from the perspective of high school biology experiment teaching.It mainly provides a reference for the first-line teachers to cultivate students'scientific inquiry ability in experimental teaching.This paper first analyzes the scientific inquiry ability from different angles,in order to deeply understand the connotation of scientific inquiry proposed in the new curriculum standard.The main contents include:the development of scientific inquiry in science education,which elaborates the connotation of scientific inquiry in the national science education standards in the United States;the comparative analysis of scientific inquiry proposed in the new and old curriculum standards;the analysis of scientific inquiry from the perspective of the core literacy of disciplines.The first part also analyzes the meaning and significance of high school biology experiment teaching,and uses compulsory one as an example to sort out different types of experiments.Then,taking a middle school in Chongqing as an example,the students of different grades in the second grade are investigated for the basic situation of their scientific inquiry ability in experimental teaching through the questionnaire survey method.At the same time,in order to understand the current situation of cultivating students'scientific inquiry ability in experimental teaching,some biology teachers of the school are investigated through the questionnaire survey method and interview method.Therefore,we can understand the difficulties and related suggestions of frontline teachers in cultivating students' scientific inquiry ability in experimental teaching.Finally,based on the understanding of scientific inquiry ability and the relevant status quo survey results,this paper explores the relevant methods for teachers to improve students'scientific inquiry ability in the preparation,implementation and evaluation stage of experimental teaching.In the preparatory stage of experimental teaching,the proposal of rational planning experimental teaching and the method of"Take turn as a little teacher's system"are proposed to cultivate students'scientific inquiry ability.In the implementation stage of experimental teaching,two learning strategies are proposed to cultivate students'scientific inquiry ability.They are:task-driven collaborative learning strategies and problem-driven inquiry learning strategies.On this basis,try to construct the corresponding teaching process and carry out relevant experimental teaching design and analysis.In the evaluation stage of experimental teaching,it is mainly proposed to use students'self-evaluation and mutual evaluation and to arrange post-school extended homework to cultivate students' scientific inquiry ability.