The Practice Of Improving Scientific Evidence In The Teaching Of Students In Junior High School Students

This research adopts the action research method and combines the teaching of "hormone regulation" and "seed germination" two themes of scientific inquiry projects to improve the scientific evidence ability of learners.The subjects of the study were the learners in Grade 7 of a junior high school in RG city,jiangsu province,where the researchers taught.There were a total of 36 learners in the class.The teaching time is 18 lessons in total,and the collected materials include questionnaire of scientific inquiry activity to improve the ability of scientific evidence,learning guide sheet,learning experience questionnaire,learner interview questionnaire,teaching reflection and notes,etc.The research shows that the problems of the learners in improving the capacity of scientific evidence of the problem in the life science inquiry activity include learners filling in learning difficulties,filling out activities guided learning single time is not enough,can not infer out a reasonable conclusion,the discussion has fear,to communicate,don’t listen,evidence reasoning and explain the expression of evidence is not accurate,etc.;Action strategies in the face of problems include creating a teaching situation for learners to discuss and communicate,increasing the opportunities for learners to take part in activities and learning guidance,providing learners with background knowledge and skills of activities,and providing necessary time and timely incentives.After the teaching of scientific inquiry activities,most of the learners have significantly improved their scientific evidence ability(p<0.05).Learners generally hold a positive attitude towards the life science inquiry activity teaching to improve the ability of scientific evidence.