A Preliminary Study On The Current Situation And Training Strategies Of Inquiry Teaching Of Biology Science In Senior High School

With the vigorous development of science,technology and economy in the world,core literacy has already become the focus of global public attention.Core literacy can fully reflect the great demand of social development for talents,and make our students become the new socialist force to shoulder the heavy responsibility of the times.The twenty-first century is an era in which talents are in great need and scientific strength is strengthened.Biology core literacy is an important literacy on the road of scientific and technological development,and scientific inquiry is the core driving force to promote scientific and technological development.The core literacy of biology includes four qualities,among which scientific inquiry emphasizes that students should take part in the process of discovery on the basis of discovering problems,pay attention to learning in the process,experience the pleasure of practice,and be able to innovate boldly,so as to enhance their practical ability and innovative ability,adapt to the needs of future society for talents,and realize their personal development ideal.Firstly,through the method of literature research,this paper digs deeply into the curriculum standards of 2017 edition and a large number of literature research,and interprets the specific connotation of "scientific inquiry";studies the changes of the teaching content and teaching form of biology in senior high school before and after the establishment of the core literacy system,and analyses the requirements of core literacy for scientific inquiry ability;and then uses questionnaire survey method to investigate the first-line teaching in senior high school.Teachers' understanding of scientific inquiry and the cultivation and importance of students' scientific inquiry ability in classroom teaching,understand the current situation of high school students' cultivation of biological scientific inquiry;use teacher interview method to analyze the deficiencies in the current teaching system of scientific inquiry training objectives;and in view of the problems existing in the survey results,combined with the actual situation of local teaching,in order to train students.This paper puts forward appropriate teaching strategies for scientific inquiry ability,and puts forward specific teaching strategies for cultivating scientific inquiry ability by researching the teaching design and teaching strategies for cultivating scientific inquiry ability in senior high schools and analyzing cases.The results show that the acceptance of scientific inquiry experiment is very good for most students;students can basically put forward questions related to scientific inquiry activities and make hypotheses through group cooperation;they have acquired relevant experimental skills through experiments.In the process of teaching,students' ability to independently formulate experimental plans and complete experiments is weak.Meanwhile,teachers' understanding of the connotation of scientific inquiry needs to be strengthened,and experimental equipment and class hours become important restrictive factors for teachers to open inquiry experiments.Based on the results of the survey,the following strategies for inquiry teaching of biology science in senior high schools are established:(1)schools should establish advanced School-running Concepts and scientific management models,with "learning for application" as the center,and promote students' self-development;(2)teachers' professional skills should be strengthened,teachers' professional training should be done well,research teams of inquiry activities should be formed,teachers' practical skills should be improved and teaching should be strengthened.The transformation of teachers' teaching methods;(3)improving the development and utilization of teaching resources,making full use of both inside and outside school resources and network resources;(4)designing teaching objectives based on scientific inquiry cultivation;(5)improving the implementation process of biological inquiry activities;(6)evaluating high school students' scientific inquiry ability by using structural work sheets.