| Cultivating students' scientific inquiry ability is the teaching requirement under the background of the new era,and scientific inquiry is an important method to cultivate students' scientific inquiry ability.How to carry out scientific inquiry in biology teaching in senior high school is worth pondering.In senior high school teaching,review class has an important position,but for a long time,review class places emphasis on imparting knowledge,and it is easy for students to memorize the cramming teaching phenomenon.It is the inevitable requirement of biology to carry out scientific inquiry in review class.How to carry out scientific inquiry in review class? How to integrate into better scientific inquiry? It is a problem that can not be ignored.Through classroom observation,this paper makes a scientific inquiry into the review class.The research and analysis are carried out to provide some reference for the solution of these problems.In recent years,one compulsory course accounts for a higher proportion of the three compulsory teaching materials in the college entrance examination,and the first compulsory high school biology textbook that students come into contact with is the first high school biology textbook,which is required to be a relative basis.learning one compulsory subject well will be of great help to the following studies.In this study,a related review course was taken as the observation object in the review class of senior three.This paper mainly adopts SIRA classroom observation method,supplemented by teacher interview,classroom record,and finally tracks the students to answer questions to verify the observation results and observation effect.The subjects of the study were Class L and Class T in Grade 3 of XX Middle School in Guiyang City.This paper compares and analyzes the development of scientific inquiry in 12 classes by comparing and analyzing six class examples of the two teachers.From the four dimensions of SIRA classroom observation,the main body(Subject),inquiry interactive(Interaction),inquiry resource(Resource),inquiry ability(Ability)is studied.Finally,according to the conclusions of the study,we summarize,analyze and review.How to carry out scientific inquiry in class.The results are as follows: 1)the two teachers carried out scientific inquiry to a great extent in the review class,9 of the 12 classes can achieve structural inquiry,and 1 of them has reached the open inquiry;2)however,the main body of scientific inquiry in the overall classroom is still biased towards teachers,and subdivided into each link,the score of "conclusion and expression communication" is the highest,the inquiry subject is more inclined to students,and the score of "question link" is the lowest(28 points).Teachers are still the main body;3)in the case of inquiry interaction,students have a high degree of participation,and even one class has achieved equal interaction between teachers and students,among which the interaction score of "question link" is the lowest(28 points).There is communication and interaction between teachers and students,but there is no interaction between students and students.4)Inquiry resources,as the research object of Guiyang XX Middle School,invest a lot in inquiry resources,of course,the teaching effect is also more prominent.However,the same use method of learning plan is different,and the teaching effect is also very different.5)the cultivation of inquiry ability,two of the 12 classes have reached level 3,that is,the cultivation of "A's ability to ask questions and C's ability to imagine and create".Through the follow-up analysis of students' answer questions,the feasibility and effectiveness of SIRA classroom observation method in senior high school biology teaching are verified,but it is necessary to fine-tune according to the characteristics of senior high school biology teaching.The research shows that scientific inquiry plays an important role in the review class of senior high school. |
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