| The cultivation of scientific inquiry ability has attracted more and more attention from the education circle,and the mode of inquiry teaching is gradually applied to the curriculum.This kind of teaching mode has been innovated on the basis of the traditional teaching mode.The curriculum is no longer purely teaching knowledge,but more time and space are provided to students,allowing students to play independently,think spontaneously,and practice.The "Compulsory Education Biology Curriculum Standards" promulgated by the Ministry of Education in 2011 put forward the concept of "advocating inquiry learning".The core literacy proposed in the "General High School Biology Curriculum Standards" promulgated by the Ministry of Education in 2017 includes the cultivation of students’ scientific inquiry ability.Complete inquiry experiment teaching,through a complete inquiry link,allows students to gradually increase their curiosity and thirst for natural phenomena in the process of inquiry,master the basic ideas and methods of scientific inquiry,and improve their practical ability.Active learning characterized by inquiry is the key to achieve the core literacy of biology and is of great significance to the development of students.In the research of inquiry teaching,there are more researches on classroom teaching and relatively little research on experimental teaching;there are more researches on part of the inquiry,but few researches on the complete inquiry.Complete inquiry means that the general process of inquiry activities maintains relative integrity（including six basic components such as asking questions,making assumptions,making plans,implementing plans,drawing conclusions,expressing and communicating）.There are no missing components.The whole process is based on students participating for the main body.This article introduces the research background of complete inquiry teaching and the research status at home and abroad,and elaborates and defines the concepts of inquiry,inquiry teaching,and complete inquiry in detail.With complete inquiry as the starting point,the research was carried out from experimental teaching,and 45 seventh-grade students who participated in the comprehensive practical activity course of biology were selected for one semester of complete inquiry experimental teaching.According to the data obtained from the previous questionnaire survey（students’ interest and attitude towards biology and the different dimensions of scientific inquiry ability）,combined with the cognitive level of junior middle school students,we selected the content "seeds" and " anthocyanin " related to the junior middle school biology content of the People’s Education Edition as the subject of inquiry,and then designed and compiled two experimental teaching cases related to complete inquiry.One semester after the teaching case was implemented,a post-survey questionnaire was conducted on the students,and an independent sample T test was performed on the pre-test and post-test data.The results showed that the performance of students in terms of learning interest and attitude has improved significantly（p<0.01）;In terms of scientific inquiry ability,the overall comprehensive ability has improved significantly（p<0.05）.Generally speaking,complete inquiry effectively improves students’ problem awareness,speculation ability,analysis ability and experimental operation ability,thereby improving students’ scientific inquiry ability.The two complete inquiry teaching cases have strong operability,and can cover the basic links of complete inquiry in a relatively compact class time.In the junior middle school biology experiment teaching,the complete inquiry is welcomed by the students.It has a certain promotion value and enriches the comprehensive practical activity resources,providing a reference case for the first-line experiment teaching to conduct a complete inquiry. |
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