Nanjing High School Teachers' Attitude Towards Biological Experiment Teaching And Its Influence On Students' Scientific Inquiry Ability

The current situation of high school biology experiment teaching in Nanjing is that there is a low course rate and uneven curriculum quality.In order to study the relation between this situation and teachers' attitude towards biology experiment teaching,teachers' attitude measurement and student's scientific inquiry ability measurement were carried out.Read the literature to find attitude classification method and the basic process of experiment teaching,prepare teachers attitude questionnaire and validity of evaluation,and then implement test,reliability analysis,using SPSS statistical data and processing;Choose six teachers' students to accomplish scientific inquiry ability pretest questionnaire,and measure aftertest after four months,to explore the improvement of ability and correlation analysis with the teacher's attitude.Through the measurement,this thesis finds that teachers' attitude towards experimental teaching is generally good.but the discrete degree is relatively high.To be specific,in terms of the cognitive and affective aspects,teachers attitude achieve higher scores;in terms of the behavior tendency,the scores are slightly lower.This finding shows that teachers are ware of the ought-to-be situation of the experimental teaching and hold higher expectations.But because of various reasons,it is difficult for them to put their cognition and expectations into teaching practice.Besides,some problems are exposed in the measurement.For example,the teaching objectives are mostly based on the principle of utilitarianism,the teaching preparation is inadequate,and the way of evaluation is single.In terms of conditions such as the age,education,professional title and school reserve of laboratory technicians,profession title has the greatest impact on the attitude of the experimental teaching,showing a positive correlation;teachers with more than thirty years' teaching experience score much higher than those with less than thirty years' teaching experience;teachers with PhD degrees score higher than those with Master degrees and bachelor degrees;professional laboratory technicians score higher than part-time technicians.There is a positive correlation between teachers' attitude scores and students'scientific inquiry ability scores.The relation between teachers' cognition and scientific inquiry ability is especially significant,indicating that the clearer and more correct the teachers' cognition of experimental teaching is,the better promotion of the students' scientific inquiry ability there will be.Based on the analysis of the various components of scientific inquiry ability,it is found that the affective aspect of teachers' attitudes affects students' ability to ask questions,cognition affects students'ability to make assumptions,and behavioral tendency affects their ability to perform experiments.After analyzing the influence of teachers' attitudes on students' scientific inquiry ability,this thesis tries to propose an attitude self-evaluation gauge to help teachers evaluate their experimental teaching attitude and promote their development.