The Practice Research Of 5E Teaching Mode Of Biology On Cultivating Students' Creative Ability In Junior Middle School

At present,we have entered the era of scientific and technological innovation,which is also an era of increasing awareness of innovation.The competition for talents is very fierce.In terms of the current environment,people need innovative talents,so we should try our best to cultivate students' innovation ability in the teaching process."5E" teaching mode is an important education mode in the field of science education.It is proposed by the American Institute of Biological Sciences(BSCS)on the basis of Atkin Karplus learning ring.It includes five links: "attraction","exploration","explanation","migration" and "evaluation".The connotation of each link is very consistent with the teaching concept of the new curriculum reform,emphasizes the unity of the construction of conceptual knowledge and inquiry activities,and emphasizes and embodies the subjectivity,initiative,enthusiasm and creativity of students' learning.Therefore,in order to explore whether "5E" teaching has a positive impact on cultivating junior middle school students' innovative ability or not,this study used questionnaire survey methods and experimental methods on the status of junior middle school students' innovative ability,and whether using "5E" teaching model can cultivate students' innovation ability,whether it can improve students' interest and attitudes in biology learning,was investigated,experimented and analyzed.The main findings are as follows:1.The innovation ability of junior middle school students needs to be improved.The questionnaire test was used to investigate the status of innovation ability of junior and second grade students,mainly on the two aspects of creativity tendency and innovative thinking ability.Not high,it needs to be further improved.2.The "5E" teaching model can improve the creativity tendency of junior middle school students.The creativity tendency in the experimental and the control classes was evaluated through the questionnaire,it was found that the creativity tendency improved at highly significant level after the "5E" teaching in the experimental class.The adventure,the curiosity and the imagination in experental class also improvedsignificantly.In comparison with the control class,the creativity tendency of the experimental class improved to a certain extent after performance of 5E teaching,and the curiosity and imagination were significantly different.3.The "5E" teaching model can improve the innovative thinking ability of junior middle school students.Through the questionnaire to evaluate the innovative thinking ability of the experimental class and the control class before and after the "5E" teaching practice,it is found that the experimental class has improved innovative thinking ability and reached a very significant level compared with before the experiment.Very significant difference,critical and agility reach a significant difference;the experimental class after the experiment compared with the control class,the experimental class' s innovative thinking ability has been significantly improved,of which the broadness,flexibility and profoundness have significant difference.4.The "5E" teaching model can increase the interest and attitude of junior middle school students in biology.Through the questionnaire to evaluate the learning interest and attitude of the experimental class and the control class before and after the teaching practice,the results show that after the experiment,the experimental class and the control class have significantly increased learning interest and learning attitude.