The Practice Research Of Cultivating The Scientific Inquiry Ability By Using Anchored Instruction In High School Biology Teaching

The cultivation of scientific inquiry ability is one of the important training objectives in biology teaching.Cultivating students’ scientific inquiry ability is closely related to developing their scientific thinking,innovative ability and practical ability.In biology teaching,the emphasis on the cultivation of scientific inquiry ability can enable students to learn to use more scientific ideas and methods to solve problems and try to uncover the mysteries of nature in the process of scientific inquiry like biologists.Anchored instruction is a teaching mode in which students put forward problems,actively explore,cooperate in learning,and master and apply new knowledge to solve practical problems in the problem situation intentionally constructed by teachers.Compared with conventional teaching,this mode is helpful for the transition of the role of teachers from "leading actor" to "director" gradually,making students willing and active,which conforms to the concept of the new curriculum reform,and theoretically can be applied to cultivate students’ scientific inquiry ability.But as a result of the teaching mode application in the biology study is less,and no research will this pattern associated with scientific inquiry ability,therefore the thorough analysis course standard,teaching material,learning,choose suitable for the teaching of the pattern content,based on the application of anchored instruction in high school biology classroom,explore its influence on scientific inquiry ability,has certain theoretical and practical value.Based on the study and understanding of the domestic and foreign research on anchored instruction and the cultivation of scientific inquiry ability,the author analyzes the feasibility of using anchor teaching mode to cultivate students’ scientific inquiry ability,and build a suitable for high school biology teaching in training students’ scientific inquiry ability of anchored instruction: "anchor" entry and timely "anchor",autonomous learning and collaborative works to communicate,study groups to share,to solve the "anchor",effect evaluation.The author applies it to teaching practice,in order to investigate using this model can improve the students’ ability of scientific inquiry.The author use the science inquiry ability test question survey students’ ability in front of the teaching practice,selected the scientific inquiry ability level and there were no significant difference on classroom teachers are basically the same two classes.One class was randomly selected as the control class and taught regularly,while the other class was taught by anchored instruction,conducted a teaching experiment of the term.After teaching practice,the author made quantitative comparison of students by using the scientific inquiry ability test paper and the final paper.The data showed that the scientific inquiry ability of students in the experimental class was higher than that of the control class,and there was a significant difference in this ability between the two classes(p<0.05).The author also analyzes the influence of anchored instruction on the cultivation of scientific inquiry ability from the perspectives of teachers and students through classroom observation and interviews with students,found that the teaching model have a positive effect in cultivating the students’ ability to ask questions,plan ability,self-learning ability,logical thinking ability,language expression ability and cooperation ability and so on.It is helpful to improve students’ ability of scientific inquiry.The comprehensive analysis of the research results: in high school biology teaching,the application of anchored instruction was helpful to improve students’ scientific inquiry ability to a certain extent.