The Practice Research Of Cultivating Scientific Inquiry Ability Of Senior High School Students Based On Project-based Learning

The proposal of core literacy puts forward higher requirements for the development of contemporary students' comprehensive ability.Teachers need to keep pace with the times and innovate teaching methods and educational ideas in order to better implement the core literacy of the subject.Education systems in many countries have undergone major changes since the beginning of the 21 st century.More and more countries advocated problemoriented and innovative teaching methods.Project-based learning is a student-centered inquiry process.In this process,students need to actively participate in the solution of challenging projects and problems,so that they can exercise and improve in the process of learning and have the skills needed in today's society.Based on the advantages of projectbased learning,more and more educators began to try to apply project-based learning to schools at all levels,and explore the combining point of project-based learning and subject curriculum.This paper mainly discussed the effectiveness of project-based learning in improving students' scientific inquiry ability and achievement,and carried out research from two aspects of theory and practice,mainly using literature analysis method,experiment method,interview method and investigation method.In terms of theory,based on the combination of a large number of domestic and foreign literatures,this paper further elaborated the two basic concepts of project-based learning and scientific inquiry ability,summarized the general implementation mode of projectbased learning according to the previous research results,and summarized the theoretical basis and elements of project-based learning.At the same time,the general model of projectbased learning is combined with the biology course,the teaching strategy of using projectbased learning to cultivate students' scientific inquiry ability is proposed,and the teaching cases with the characteristics of biology are designed.In practice,two parallel classes in the same grade were selected as experimental research objects,project-based learning was carried out in the experimental class,and routine teaching was carried out in the control class.The pre-test content of the experiment includes the questionnaire survey of scientific inquiry ability of the experimental class and the control class and the scores of the biology mid-term exam of the two classes.In the posttest of the experiment,the questionnaire survey on scientific inquiry ability between classes was conducted again,and the differences between the scores of the final biology exam of the two classes were analyzed.Through parallel comparison and themselves comparison between the experimental class and comparative classes,it found:before and after the experiment,the scores of experimental classes and scientific inquiry ability questionnaire scores were higher than that in comparative classes,and the experimental class questionnaire scores compared with significant difference before and after that projectbased learning can improve students' ability of scientific inquiry,and can improve students' academic performance.Finally,based on both theoretical and practical research,the author reflects on the shortcomings of the research,and looks forward to the future research direction of projectbased learning,hoping that project-based learning can be better applied to teaching practice in the future.