A Study Of Scientific Inquiry Activities In The High School Biology Compulsory Textbook For Human Education Edition

The author selects two compulsory textbooks of high school biology "Molecules and Cells" and "Genetics and Evolution" published in 2019 as the research objects,and adopts the literature analysis method and content analysis method to analyze the quantity,distribution,and type.The research on the scientific inquiry activities in the compulsory textbook of biology for senior high school students is conducted in four aspects,including openness and openness.The author believes that the scientific inquiry activities in the 2019 version of the textbooks are rich in content,diverse in content and form,and reasonable in setting,which is conducive to the cultivation of innovative thinking and Improving students' scientific inquiry ability fully reflects the basic ideas of the new curriculum standards,accurately grasps the content requirements of the new curriculum standards,and reflects the value of the biology curriculum.The interview method and questionnaire survey were used to investigate the scientific inquiry activities in the biology teaching materials of the senior high school education.The author believes that teachers and students have a high degree of recognition of scientific inquiry activities in teaching materials.The application of inquiry activities in biology teaching is not optimistic.Based on the investigation and practice in middle schools,the author analyzes the characteristics of various scientific inquiry activities in the compulsory biology textbook for senior high school students,and puts forward suggestions for the specific implementation of scientific inquiry activities in the teaching process.On the basis of practice,for different types of scientific inquiry activities,teaching strategies suitable for operation and promotion are proposed:(1)question discussion column,if the problem discussion and discussion topics are easier,organize students to discuss in the classroom;if the problem is discussed The discussion topics are difficult,and students are required to collect information before class and start discussions in class.If the discussion questionsset in the question discussion column are relatively difficult,students cannot answer before they have learned this section of knowledge.Let students learn with questions first.New knowledge and start discussing during the lecture.(2)Thinking.Discussion column,to cultivate students 'innovative spirit and scientific inquiry ability through thinking and discussion;use thinking and discussion to expand and deepen students' knowledge.(3)The thinking training column is interspersed into the teaching process as teaching materials;it is interspersed into the teaching process as classroom consolidation exercises;it is completed at the end of the lesson as a discussion question;as an after-class exercise in this section for students to answer in writing.(4)Extracurricular production column,pay close attention to the close relationship with textbook knowledge;pay attention to the connection with real life.(5)Inquiry.Practice column,first determine whether the inquiry or practice belongs to a confirmatory experiment or an inquiry experiment.If it is a confirmatory experiment,the teacher should judge whether the experiment should be used as a demonstration experiment or an experiment for students to operate manually;optimize the experiment plan to make the experiment more conducive to the operation of students.If it is an inquiry experiment,teachers should use the history of scientific development and classic experimental textbooks to stimulate students' inquiry consciousness.Integrate inquiry experiments and confirmatory experiments to cultivate students' scientific inquiry ability;guide and encourage students to conduct autonomous exploration.