Preliminary Exploration On The Design And Implementation Of Inquiry Learning Activities In Junior Middle School Biology

Inquiry-based learning from education reform has always been a concern with social hot topic,it is now a kind of teaching mode that is vigorously advocated in the curriculum reform and development,the characteristics of the inquiry-based learning are procedural,autonomy,practicality and openness,it pays attention to student's subject status,and it advocates students change the way of learning.It encourages students to actively acquire knowledge and improves their practical ability and innovative spirit.The implementation of inquiry-based learning can promote the change of teaching concept,create new curriculum culture,realize the integrated development of science and humanism,and promote the integration of students'overall quality and personality characteristics.Although rural teaching compared with backward way,the countryside has the special geographical position,natural environment resources etc,It has certain advantages for the development of student biology inquiry learning activities.The results of the biology examination in jiangsu junior middle school are not included in the total score of the middle school entrance examination.Students spend less time and energy in biology class,and they lack certain interest in junior high school biology.Such teaching idea is abhorrent from the view of new curriculum reform,teachers should focus on improving student learning interest of biology,and improve students learning initiative through the implementation of inquiry-based learning.The inquiry learning this study mainly refers to students as the main body.On the corresponding theoretical basis,it takes rural local environment as the main venue.By the use of literature method,questionnaire survey,interview method and experiment method,the author studied the design and practice of inquiry learning activities.The design of inquiry learning activities should follow the principles of pertinence,subjectivity,innovation,motivation,foundation,security and sustainable development.At the same time,when designing the inquiry learning activities,we should pay attention to the determination of the topic selection and base on the students' life experience,we should overcome the single mode of thinking and pay attention to the resources of rural characteristics.These teaching strategies and methods are used for teaching implementation,and teaching practice is carried out by group cooperation,investigation,research,brainstorming,model teaching and multimedia teaching.These ways are aim to conduct guidance on students' inquiry learning activities.In addition,the teaching evaluation was conducted in the form of teacher-student interview,questionnaire survey,performance test and software analysis.Thus we can achieve to improve the quality of teaching,improve teaching efficiency and improve the exploration spirit and practice ability of student's study,encourage students to actively in the learning process to construct the corresponding biological knowledge and related practice skills.After the author' conducting many biological inquiry learning activities,students'interest in biology has improved.They have more classroom participation,better understanding of biological knowledge and concepts.They understand the corresponding concept of life more thoroughly.Compared to the average class student,the students in my class have not only improved their grades,their sense of cooperation and learning ability also improved.Finally,the author reflects on the exploratory learning activities carried out in this research,puts forward Suggestions for improvement,and plans the follow-up exploration activities.