High School Biology Inquiry Teaching Based On The Background Of Micro-class Practical Research

In 2020,there was a very serious global outbreak of COVID-19.Affected by the outbreak,Chinese schools are unable to start their spring semesters normally,resulting in students unable to return to school.To this end,the General Office of the Department of Education issued the notice on doing a good job in primary and secondary school education and teaching in the spring semester of 2020,and explicitly mentioned that online teaching should continue to play a role.As a common online teaching method,micro-class has played an irreplaceable role in this epidemic.In addition,China has already advocated inquiry-based teaching methods.Carrying out inquiry-based teaching is conducive to cultivating students' abilities of independent learning,cooperation and inquiry,etc,so that students can change from passive acceptance to active learning.However,due to the time limitation of the current biology class and the complexity of the inquiry-based teaching procedures,many teachers are discouraged and do not really apply the inquiry-based teaching to the class.Therefore,this paper aims to make use of the advantages of micro-class to try to carry out exploratory teaching in biology class of high school,so as to discuss how to improve students' learning interest and learning autonomy by virtue of the advantages of both.Literature research method,questionnaire method,case teaching method and interview method were used to carry out the research.The questionnaire survey on students' biology learning and their views on micro-class learning and inquiry learning shows that students' learning interest,learning autonomy and inquiry ability need to be improved.The questionnaire and interview methods of teachers understand the application of micro-class teaching and inquiry-based teaching in the current teaching classroom,and make an in-depth analysis of the current situation of biology classroom,so as to provide a basis for the research and practice of this paper.Taking the students in the first grade of senior high school as the experimental subjects,the inquiry-based teaching mode based on the background of micro-class was adopted to conduct a 4-month teaching practice research in the biology class of senior high school.In the teaching experiment,two classes with no significant difference in students' biologicallearning,status and biological achievements were selected as the experimental class and the control class,respectively.The experimental class adopted the exploratory teaching mode based on the background of micro-class,while the control class adopted the traditional face-to-face teaching mode.The results showed that the average biological score of the experimental class was 4.84 points higher than that of the control class,and the difference was significant(P < 0.05).In the analysis of the four dimensions of students' biological learning status,the students' learning interest and learning autonomy in the experimental class were higher than those in the control class,and the significant effect was achieved(P < 0.05).While the learning strategies and learning objectives had no significant effect,their mean values increased by 0.59 and 0.37,respectively.In addition,the analysis showed that 66.89%of the students believed that their independent learning ability,cooperation and exploration ability and classroom communication ability were improved.72.17% of the students thought they could master most of the biological knowledge taught in one class,which increased19.08%.In general,the implementation of inquiry-based teaching in the context of micro-class,on the one hand,was conducive to the cultivation of students' autonomous learning and cooperative inquiry ability;on the other hand,it is beneficial to realize the sharing of teaching resources and enrich teaching resources.