Research On The Influence Of High School Biology Teachers' Inquiry Teaching Beliefs On The Development Of Inquiry Teaching Knowledge

Inquiry teaching,as the main teaching concept and strategy of science teachers,the corresponding inquiry teaching knowledge should be an indispensable part of the professional development of science teachers,which requires science teachers to continuously develop inquiry teaching knowledge.Cognitive psychology believes that an individual's existing understanding,beliefs,and existing experience affect the individual's process of actively constructing knowledge.How does inquiry teaching belief affect the development of inquiry teaching knowledge? How much influence? If these problems can be solved,it will help science teachers understand and reflect on the relationship between their own beliefs and knowledge,thereby promoting the development of beliefs and exploring teaching knowledge,providing reference for relevant teacher education and training,and further improving related research on the influencing factors of teacher teaching knowledge.This makes the question have certain theoretical and practical significance.Based on this,this article takes the high school biology teacher in China as an example to discuss the following three issues:(1)What is the status of high school biology teachers' inquiry teaching knowledge?(2)What is the current status of high school biology teachers' inquiry teaching beliefs?(3)How do high school biology teachers' inquiry teaching beliefs influence the development of inquiry teaching knowledge?This article uses Magnusson's(Pedagogical Content Knowledge,PCK)theoretical structure to compile a high school biology teacher inquiry teaching knowledge questionnaire,and selects Lawrence's inquiry teaching belief questionnaire to investigate High school biology teachers explore the status of teaching beliefs and knowledge,and analyze the relationship and degree of influence between the two.The questionnaires were distributed and recovered via the Internet,and a total of 106 valid questionnaires were collected.After collating and analyzing the data of 106 questionnaires,the research conclusions are as follows:(1)The status of high school biology teachers' inquiry beliefsMost high school biology teachers 'inquiry teaching beliefs are between“ constructivism ”and“ traditionalism ”,but they are more inclined to“ constructivism ”and will not be affected by their gender,seniority,education,school nature,professional level and school location.From the perspective of exploring the teaching beliefs,teachers 'beliefs about how students learn science are relatively weak.(2)The status of high school biology teachers' inquiry teaching knowledgeMost high school biology teachers' inquiry teaching knowledge is at a medium level,which will be affected by three factors: gender,teaching age,and professional level.An analysis of all dimensions of inquiry teaching knowledge reveals that teachers have a better understanding of macro-level knowledge such as inquiry teaching objectives,evaluation dimensions,and curriculum standards,while their understanding of micro-level knowledge specific to their teaching procedures,evaluation methods,and operating procedures is relatively Poor.(3)The impact of high school biology teachers' inquiry teaching beliefs on the development of inquiry teaching knowledgeThere is a significant positive correlation between inquiry teaching beliefs and inquiry teaching knowledge(r = 0.599,p <0.05).Further regression analysis shows that teachers 'inquiry teaching beliefs have a predictive effect on inquiry teaching knowledge and can bring 35.9% of explanatory power and inquiry Each dimension of teaching belief has a predictive effect on all dimensions of inquiry teaching knowledge,respectively:(1)The belief of science curriculum design and implementation predicts the knowledge of inquiry teaching orientation is 18.3%;The predictive effect of knowledge is 10.8%;(3)The predictive effect of how students learn scientific beliefs on knowledge of inquiry teaching strategies is 17.8%;(4)The predictive effect of students how scientific beliefs on inquiry teaching evaluation knowledge is 19.7%;The predictive role of inquiry teaching curriculum knowledge is 31.8%.