The Cases Research On Cultivating Students' Scientific Inquiry Literacy In High School Biology Inquiry Experimental Teaching

In order to achieve the requirements of the new curriculum standards and the new curriculum reform on "focusing on the education process and focusing on the cultivation of students' core literacy",improve the experimental skills and scientific research methods of high school students,and enhance students' interest in exploring biological issues and the core of the subject Accomplishment,to improve the traditional exploratory experimental teaching methods in high school biology exploratory experimental teaching,and to design and compile corresponding teaching cases with new ideas is of great practical significance.This research is based on the 2017 edition of the "General High School Biology Curriculum Standards",with reference to relevant research literature on the development of students' scientific inquiry literacy,to understand the current status and development trends of domestic and foreign students through scientific research literacy through biological exploratory experimental teaching,to constructivism teaching Theories,Dewey's pragmatism theory and self-efficacy theory as guidance,and through the pre-questionnaire survey statistics to understand the status of students' scientific inquiry literacy and learning about exploratory experiments,etc.,select the experimental experiment content in the high school biology textbook of the People's Education Edition,design Developed teaching cases such as "Exploring Plant Cell Water Absorption and Dehydration","Exploring Factors Affecting Enzyme Activity","Exploring Yeast Cell Breathing Mode","Exploring the Effect of Environmental Factors on Photosynthesis Intensity" and other teaching cases.The high school students in the high school affiliated to Xidian University were selected as the practical objects,and a scientific inquiry literacy questionnaire survey(pre-test)was conducted.The results of the pre-test statistics show that students have a high interest in learning about exploratory experiments and the current scientific inquiry literacy level of the students is average.In teaching practice,the first grade of high school is an experimental class,and 4 cases of case design teaching are implemented,and the third grade of high school is a control class,which implements traditional experimental teaching.After the practice was completed,a multi-dimensionalcomparative analysis of the scientific inquiry literacy questionnaire(post-test)and the students' final grades was conducted on the experimental class and the control class students.The results of the questionnaire showed that the average level of scientific inquiry literacy of the experimental class students was significantly improved.The two dimensions of analysis and interpretation of experimental phenomena and reflection and evaluation are very significant before and after practice.The five dimensions of observation and questioning,conjecture and hypothesis,formulation of plans,implementation of inquiry plans,and conclusion of experiments are significantly different before and after practice;The analysis of the students' final grades shows that the average academic performance of the students in the experimental class is significantly higher than that in the control class,and the difference in the average scores of the scientific inquiry test questions is particularly obvious.The results show that the four teaching cases on high school exploratory experimental teaching designed and prepared by this study are effective and feasible for cultivating students 'scientific inquiry literacy,and provide a reference basis for the high school biological exploratory experimental teaching to promote students' scientific inquiry literacy and academic achievement New ideas.