Study On The Inquiry Activity Of Biology-concept And Application Of High School Textbooks In Hong Kong

Most biological concepts contain a process of inquiry,and the process of exploring activities is consistent with the process of formation and development of biological concepts.Therefore,the reform of biology curriculum attaches importance to the development of inquiry activities,aiming at effectively promoting students ’ understanding and mastery of concepts,which conforms to the needs of the development of the Times,but at the same time it brings new challenges to the teaching of biology courses,and requires teaching workers to make efforts and improvements in teaching,and gradually improve the situation of students memorizing biological concepts and facts As an important teaching tool,the analysis and research work of teaching materials plays an extremely important role in improving teaching.Hong Kong is a special administrative region of China,with the infiltration of Western culture and the transformation of education and culture in the mainland,which is of more reference value and significance to the study of teaching materials in Hong Kong.Therefore,the analysis and research on the inquiry activities in the biology teaching materials of high school in Hong Kong can broaden the field of vision of the exploration activities in the Mainland,provide reference and reference for the development of inquiry activities,so as to improve and improve the efficiency of the teaching of inquiry activities in the mainland,and effectively promote the establishment,understanding and application of the concept of biology.This study takes the new edition of Ya Ji Press in Hong Kong(2014 edition)of the High school biology textbook "Biology-concept and application" as the research object,mainly uses the literature measurement content analysis method to carry on the analysis to the textbook inquiry activity arrangement and the inquiry activity content,covers the textbook whole structure,the Inquiry activity column,The presentation of inquiry activities,the types of inquiry activities,the opening level of inquiry activities,the types of problems in inquiry activities,the skills development of inquiry activities,the relationship between the types of inquiry activities and the level of openness,the relationship between the skills of inquiry activities and the level of openness,and so on 9 aspects.Before the development of this study,the important theories and concepts related to the study were collated,and the research on the research and inquiry activities in biology teaching materials at home and abroad,as well as the requirements of the inquiry activities in the guidance document of biology courses in high schools in Hong Kong,were combed,which laid a foundation for the smooth development of the whole study.The research shows that the inquiry activities in the biology teaching materials of high school in Hong Kong have the following characteristics: The number and variety of(1)inquiry activities are abundant,and the opening level of(2)inquiry activities is concentrated in level 1 and level 2;(3)the distribution of inquiry activities is related to the level of openness,and the gradual nature of the open level of inquiry activities is focused on.Covers11 inquiry skills;There is no specific connection between the opening level of inquiry activities in(5)textbooks and the cultivation of skills,not the higher the level of inquiry,the more comprehensive and specific the cultivation of skills.There are not many open-type problems involved in(6)inquiry activities,but each subject has a set;(7)flexible use of a variety of illustrations to present teaching information;(8)is very humanistic in the expression of words;on the whole,the setting and arrangement of inquiry activities in biology textbooks in high schools in Hong Kong reflect the use of students as the main body,and create favorable conditions The aim is to effectively promote students ’ understanding and mastery of biological concepts through inquiry activities.Based on this,some suggestions for optimizing the teaching of inquiry activities are put forward accordingly at the end of the study.