Investigation And Analysis Of The Influencing Factors Of Middle School Biology Teachers' Inquiry Teaching Efficacy

Since the 21 st century,in order to promote students' scientific thinking and improve the public's scientific literacy,China has vigorously carried out scientific inquiry education reform.However,the effect of scientific inquiry teaching is not optimistic.The influencing factors are various,and the teacher factor is one of them.The teacher's teaching efficacy,as a key factor regulating the teacher's internal motivation and external behavior,directly affects the teacher's willingness and behavior of inquiry teaching,and affects the inquiry teaching effect.Therefore,this paper investigates the middle school biology teachers in Yingtan City,Jiangxi Province,in order to understand the current status and influencing factors of the middle school biology teachers' inquiry teaching efficacy,which is of great significance for the development of inquiry teaching.The research content mainly includes two parts: literature research and investigate research.Through literature research,the psychological structure of teachers' sense of inquiry teaching efficacy is constructed,including: educational research ability,inquiry teaching design ability,inquiry teaching implementation ability,inquiry teaching evaluation ability,understanding of inquiry,expectation of inquiry teaching results;referring to the existing questionnaire,the questionnaire of inquiry teaching efficacy for middle school biology teachers is developed.After initial testing and retesting,the test questions are revised repeatedly to obtain questionnaires with good content validity and structural validity,and high reliability;The questionnaire was sent out to investigate the current situation and influencing factors of middle school biology teachers' inquiry teaching efficacy.The results show that:1.The inquiry teaching efficiency of middle school biology teachers presents a normal distribution,which is at the upper middle level.Among them,middle school biology teachers scored the highest on the "understanding of inquiry",indicating that they have a certain understanding of the nature of inquiry;while the lowest on the "education and research ability" indicating that the development of teachers' educational research ability is insufficient;and the score of "expectation on the results of inquiry teaching" is low,indicating that teachers' expectations of the results of inquiry teaching need to be improved.2.Gender,teacher title,and school type have no significant influence on the inquiry teaching efficacy of middle school biology teachers;while the teaching age and educational levels have a significant influence on the individual dimensions ofinquiry teaching efficacy: the teaching age of middle school biology teachers has extremely significant influence on the dimension of "inquiry teaching implementation ability",and has significant influence on the dimension of "inquiry evaluation ability".Teachers aged over 16 years have significant differences in the scores of these two dimensions compared with teachers in other teaching age ranges;The educational levels of middle school biology teachers have a significant influence on "educational research ability",and there are significant differences between teachers with graduate degree and those with junior college degree and bachelor degree.Based on the survey results,this study gives the following suggestions:encourage biology teachers to participate in educational science research to improve the ability of education and scientific research;change the concept of evaluation of biological courses to attach importance for the evaluation of inquiry teaching achievements;promote biology teachers to carry out inquiry teaching practice to constantly accumulate successful experience.