| The organization for economic cooperation and development(OECD)of the United Nations published a study entitled "core literacy promotes successful lives and healthy societies",and "core literacy" was formally proposed In 2003.Therefore,a new round of education reform began around all over the world.With the promulgation of the documents of "core literacy of Chinese students' development" and "biology curriculum standard of senior high school(2017)",China has officially entered a new round of curriculum reform.This new curriculum standards emphasize the cultivation of students' core literacy,which is the necessary character and ability that students should have to meet the needs of life-long development and social development.In the new curriculum standard(2017)of the biology discipline of ordinary high schools,the core accomplishment is subdivided into four types,namely,life concept,scientific thinking,scientific inquiry and social responsibility.Compared with the three-dimensional objectives in the general high school biology curriculum standard(2003),the biggest difference between the two curriculum standards is that the cultivation of scientific inquiry has been added.However,many of the current education environment still stays in exam oriented education,especially in remote mountainous areas and rural areas,which still retains the traditional teaching method,and the education concept also stays in the past.These factors lead to the unbalanced development of urban and rural education.Therefore,it is necessary to strengthen the cultivation of scientific inquiry in high school biology teaching in remote mountainous areas and rural areas.Through literature reading method,the author looked up previous studies and found that since the promulgation of the new curriculum document in 2017,the strategy research of scientific exploration based on core literacy has been increasing,but the real practical research is still very few,most of these practical research is carried out in the developed areas or cities,and almost no one in the areas with backward education has carried out research.Pinghe mountain area of Fujian Province is a relatively remote mountainous poor area with poor road transportation,backward infrastructure,backward industry,slow economic development and backward educational and health facilities.Therefore,the purpose of this paper is to investigate the current situation of scientific inquiry training in ordinary high school biology in Pinghe mountain area of Fujian Province by means of questionnaire survey and interview survey,find out the existing problems in teaching,study the teaching cases of others through case analysis,and carry out the teaching design of scientific inquiry training according to the the teaching objectives and actual situation.Two parallel classes,class 2 of senior two and class 4 of senior two were randomly selected as the experimental objects in Pinghe Guangzhao middle school,of which class 2 was the experimental class and class 4 was the control class.The traditional teaching method was adopted for the control class.The designed teaching cases were used to conduct teaching experiments on the experimental class in order to improve the teaching effect.Finally,the statistical analysis method is used to collect and process the experimental data for final scores and questionnaire scores,and the final conclusion is drawn.This research on the cultivation of biological scientific inquiry literacy in ordinary high schools has certain theoretical and practical significance.It can break the current situation of the cultivation of less core literacy in remote mountainous areas,provide some experience and ideas for front-line biology teachers in remote mountainous areas and areas with backward education to correctly understand the core literacy,update the educational concept,and design teaching cases of scientific inquiry,and also contribute to the new round of curriculum reform The implementation of the core literacy training advocated by the reform will promote the further development of the new curriculum reform.The results of this study are as follows:The results of the questionnaire survey show that the high school students in Pinghe area are not interested in biology as a whole,the classroom atmosphere of the class is not very good,the students are not active in learning,the teaching method of teachers is single,few scientific inquiry activities are carried out and the teaching of scientific inquiry is not paid much attention to,the students' scientific inquiry ability is relatively poor.The results of the interview show that the schools and teachers have insufficient understanding of the core literacy.Due to the reasons of teachers themselves and the factors of the poor teaching environment,the new round of curriculum reform remains almost in theory and has not been implemented in practice in Pinghe mountain areas.Through the analysis of the above problems,the author combined with the teaching objectives and the actual situation of scientific inquiry activities for teaching design and teaching practice,the research results show that the cultivation of scientific inquiry literacy in teaching is conducive to increase students' interest in learning,improve students' academic performance,improve students' scientific inquiry ability.However,there is no obvious change in the improvement effect of the use of knowledge.It may be that the author ignored the cultivation of this area,or it may be because the topic setting is too few,and the two classes are not different.The author comes to the following conclusion: the teaching of scientific inquiry literacy can enrich teaching methods,increase students' interest in learning,improve students' performance,and improve students' scientific inquiry ability.And put forward several suggestions: teachers should create problem situations,guide students to find problems;teachers are leaders,students are explorers;teachers should encourage students to express and communicate;teachers should design reasonable scientific inquiry teaching plan. |
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