Research On Cultivation Strategy Of Scientific Inquiry Ability Of County High School Students

The basic idea of biology Curriculum Standards for General Senior High School(2017 edition)is to take discipline literacy as the core,and jointly define life concept,scientific thinking,scientific inquiry and social responsibility as the core literacy of biology discipline.The achievement of the new curriculum standard needs to be implemented into the achievement of students' core quality and rooted in the actual teaching.Experimental teaching is the most effective way to cultivate students' scientific inquiry ability.However,due to the limitations of various subjective and objective conditions(insufficient experimental conditions,backward teachers' ideas,etc.),the experimental class hours of county-level high schools are compressed,and the rate of experimental course opening is low,so the cultivation of students' inquiry ability is not optimistic.Based on the relevant modules of scientific inquiry activities in biology textbooks,this study explores effective ways to cultivate the scientific inquiry ability of county high school students under limited conditions,aiming to provide certain references for the flowering of core literacy in county high schools.On the basis of literature reading,the background and current situation of the cultivation of scientific inquiry ability of county high school students were investigated,and the existing problems were analyzed.A random survey of 17 high schools at the county level in Henan province shows that most schools rarely or never offer biological experiment courses.In the form of interview,the opinions and attitudes of teachers in practice schools on the cultivation of students' scientific inquiry ability were understood,and the basic information of students' scientific inquiry ability was investigated in the form of questionnaire.It was found that teachers' understanding of the cultivation of students' scientific inquiry ability was not enough,and students' scientific inquiry ability was also very deficient.In view of the actual situation and existing conditions,a teaching practice activity was carried out in the practice school for half a year,trying to improve the teaching strategies in the case that experimental courses could not be opened,so as to improve the level of students' scientific inquiry ability.Among the classes taught,two equivalent classes were selected as the experimental class and the control class.After the end of the teaching period and at the end of the semester,the students were tested in real time and the students were tested at the end of the semester.Finally,the differences between the two classes' learning effects were analyzed and compared,so as to judge the effectiveness of the teaching strategies.The feedback results show that the students of the experimental class and the control class show significant differences in the real-time test after the end of the teaching period,and the students of the experimental class are superior to the students of the control class in all dimensions of scientific inquiry.At the end of the semester,the experimental class and the control class also showed significant differences.In addition,it is found from the teaching observation that students in the experimental class are much more enthusiastic about learning than those in the control class,with higher participation in the class,more active thinking and better performance.Therefore,it can be considered that the teaching strategy is effective.The cultivation of students' scientific inquiry ability requires front-line teachers to focus on the cultivation of students' inquiry ability based on their own working environment and combined with the characteristics of biological subjects,select teaching design,overcome practical difficulties,and carry out the cultivation of students' comprehensive quality.On the way of implementing the new curriculum standard and cultivating the students' core quality,students in areas lacking teaching conditions will not be left behind.