Practical Research On Project-based Learning Based On The Development Of Scientific Inquiry Ability In Biology Teaching In Middle School

With the development of the new curriculum reform,more and more attention has been paid to the development and cultivation of students' scientific inquiry ability.Project-Based Learning(PBL),as a new teaching model,emphasizes that in real situations,students solve a series of challenging problems through group cooperation to improve their independent practical ability.The emergence of this new teaching mode provides new ideas for cultivating students' scientific inquiry ability,and has high educational value and research value.This study studies project-based learning from both theoretical and practical aspects.Theoretically,the relationship between PBL and scientific inquiry ability cultivation is analyzed from the perspective of basic education reform.Secondly,the connotation of the three core concepts of PBL,scientific inquiry and scientific inquiry ability is sorted out.After that,the research status of PBL at home and abroad is analyzed,and the conclusion is that the research of PBL abroad is mature both in practice and theory,while the practical research of PBL in China is still in its infancy.Therefore,the author carries out teaching practice with junior middle school students in practice schools in order to further enrich the practice research of PBL in biology teaching.In practice,on the basis of integrating the existing PBL design framework and implementation process,this study aims at developing students' scientific inquiry ability and designs a "PBL model based on the development of scientific inquiry ability".The project of "Constructing plants to participate in the Water cycle of biosphere" was designed by selecting the content suitable for PBL from the biology textbooks of the first volume of the seventh grade of Human Education Edition.Evaluation,the analysis of science inquiry ability of elements,design "scientific inquiry ability PTA scale",and under the scale to design the "scientific inquiry ability test" and "work order" two kinds of evaluation tools,in order to end and process from two aspects to evaluate the students' ability of scientific inquiry.Finally,after the two-month experimental study,SPSS was used to analyze the significant difference of the collected experimental data.The results of the test data showed that before and after the experiment,there were significant differences in students' abilities in designing experiments,collecting and sorting data,and interpreting and forming conclusions,P<0.05.However,there was no significant difference in the ability to ask questions and make assumptions,P>0.05.From the perspective of procedural data,except for the ability level of hypothesis making,other ability levels have been significantly improved,P<0.05.The result of process evaluation is basically consistent with that of summative evaluation.Through the analysis of the overall detection data,the following conclusions are drawn: First,it is feasible to carry out PBL in junior high school biology teaching;Second,PBL can effectively improve students' scientific inquiry ability;Third,PBL can effectively improve students' interest in biology.