Cultivation Of Students' Scientific Inquiry Ability In Biology Experiment Teaching In Junior Middle School

In order to comply with the requirements of the development of The Times,a new round of Biology Curriculum Standards for Compulsory Education was published in2022.The focus of this revision is to "let the core literacy fall into the ground",and exploration practice is one of the connotations of core literacy.It can be seen that paying attention to students' inquiry practice is an important measure to implement students' core literacy.Experimental teaching is one of the ways of inquiry practice and the main way to cultivate students' scientific inquiry ability.However,in the actual teaching process,due to various factors,experimental teaching does not give full play to its role.Therefore,how to cultivate students' scientific inquiry ability in biology experiment teaching is still one of the problems that need to be considered in education reform.Based on the significance of cultivating the ability of scientific inquiry,the investigation about the present situation of junior middle school students' ability of scientific inquiry,on the basis of analysis of its causes,and put forward to improve the experiment teaching strategies and applied to the guidance of teaching practice,aiming at biology teachers in the experimental teaching to cultivate the students' science inquiry ability to provide the reference and advice.This paper takes biological scientific inquiry ability as the main line to carry out research.First of all,through literature research,the relevant theories and research status of scientific inquiry under the new curriculum standards are studied and analyzed to determine the theoretical basis and feasibility of exploratory experimental teaching.Then,taking Liuqu Town Junior High School in Fuping County as an example,through a questionnaire survey,students' attitudes towards experiments and the status quo of scientific inquiry ability are understood.At the same time,interviews were conducted with five biology teachers in the school,in order to understand teachers' understanding of scientific inquiry,how to cultivate students' scientific inquiry ability in experiments,difficulties and suggestions in the implementation process.According to the survey and interview,the school has always attached great importance to experimental teaching,and teachers have some understanding of relevant theories.Most students are very interested in experiments and also recognize the important role of experiments in biology learning.However,the development of experiments is not very good,and teachers basically pay more attention to the teaching of theoretical knowledge,so students' scientific inquiry ability is generally weak.On the basis of this,the author analyzes the reasons and puts forward the preconditions and teaching strategies of experimental teaching.To ensure the smooth development of experimental teaching,it needs not only the strong support of the school,the careful design of teachers,but also the active participation of students.The guiding strategy is to create teaching situation and stimulate students' interest in scientific inquiry.PBL teaching is adopted to strengthen students' motivation of scientific inquiry.Diversified evaluation is adopted to enhance students' confidence in scientific inquiry.Finally,combined with relevant theories and guidance strategies,the experiment content of the second volume of grade 7 of Jiangsu Education Edition is selected to design exploratory experimental teaching cases and carry out teaching practice.In teaching practice,two seventh-grade classes with similar levels in Liuqu Junior High School in Fuping County were selected as experimental class and control class respectively.The first monthly test scores of the two classes were taken as the front and the results at the end of the semester as the back.On the one hand,by analyzing the average score and independent sample T test,it can be seen that the average score of the experimental class is significantly higher than that of the control class at the end of the semester,but there is no significant difference between the experimental class and the control class.On the other hand,by analyzing the types of experimental questions,the elements of scientific inquiry ability and the score of the examination paper at the end of the semester,it can be seen that the answer of the experimental class is obviously better than that of the control class.Finally,the following conclusions can be drawn.On the premise that experimental teaching is carried out smoothly,students' observation ability,map recognition ability and analysis ability are improved to a certain extent by using teaching strategies to guide experimental teaching.Therefore,exploratory experimental teaching can improve students' scientific inquiry ability to a certain extent.There are also differences in the scientific inquiry ability of each student.In addition,the cultivation of scientific inquiry ability is a long-term process,and it needs continuous attempts,adjustments and summaries if it wants to really play its role.