Practical Research On Cultivating Students' Scientific Inquiry Literacy From Biology Teaching Of Making Experiments In Senior High School

The ability of keeping exploring the unknown is a useful skill that everyone should have to deal with the complex and changeable society.Cultivating students' scientific inquiry literacy is not only the responsibility of teachers and schools,the mission of students,but also the urgent requirement of Middle School Curriculum Reform in China.The research in this essay will be based on the core issue of "cultivating students' scientific inquiry literacy from teaching of making experiments".Taking the students from Grade Ten of Chongqing Second Foreign Language School as the research objects,this research adopts the controlled experiment method to carry out model teaching and general teaching in different classes and the effectiveness of the mode teaching in cultivating students' scientific inquiry literacy will be judged by students' final scores of experiment questions and the grades.The specific methods are as follows:(1)the literature research method---to summarize the researches on scientific inquiry and teaching of experiments at home and abroad,combined with teaching practice,analyze the connotation of scientific inquiry,and formulate a model of teaching of experiments with exploratory process.(2)the questionnaire survey method---to investigate the current situation of high school students' scientific inquiry literacy and how high school biology teacher cultivate it.The results show that,among the eight dimensions of scientific inquiry,only the dimension of cooperation and communication is relatively good,and the other dimensions are in the middle level.Besides,the dimensions of information processing,reflection and evaluation are the weakest parts;Although senior high school biology teachers realize the importance of scientific inquiry literacy to students,they are limited by experimental equipment and teaching time.Therefore,teachers are not optimistic about the development of experiment courses.Moreover,in order to cope with complicated teaching tasks,senior high school biology teachers do not think much more about how to carry out experiment teaching and they also lack specific practical methods.So it is difficult to effectively improve students' scientific inquiry literacy.(3)investigation method---according to the results of literature research and questionnaire survey,the chosen two classes with similar academic performance are divided into experimental group and controlled group.The controlled group adopts traditional teaching methods,while the experimental group adopts scientific inquiry model teaching.And prepared questions will conduct pre-test and post-test on these two groups which also will participate in the final exams to analyze their ability.The results are as follows: the average scores between class 3 and class 4 of pre-test focusing on scientific inquiry are experimental group---65.02 and the controlled group---65.76.After further testing,P=0.775>0.05,indicating that there is no significant difference in the scientific inquiry level of the two classes;between class 2 and class6,the average scores of the experimental group and the control group were 53.51 and55.88.After further testing,P=0.490>0.05,indicating that there is no significant difference in the level of scientific inquiry between the two classes.After the practical teaching,between class 3 and class 4,the experimental group and the controlled group get 71.78 points and 66.58 points in the post-scientific inquiry test.After carrying out the independent sample T,P=0.021<0.05,indicating that the two classes have differences in the level of scientific inquiry literacy;between class 2 and class 6,the average scores of the experimental group and the control group after scientific inquiry are 54.78 points and 61.28 points.After carrying out the independent sample T P=0.043<0.05,indicating that there having differences in the level of scientific inquiry literacy.In the analysis of the final grades,the results show that between class 3 and class 4,P=0.002 <0.05,which indicates there was a significant difference;between class 2 and class 6,P=0.049<0.05,which indicates there was also a significant difference.These results show that when the high school biology classroom adopts scientific inquiry mode for experiment teaching,students can improve their scientific inquiry literacy and biology subject scores after going through the general process of scientific inquiry and obtaining the results by themselves.In summary,the scientific inquiry mode of experiment teaching can improve students' scientific inquiry literacy,to achieve the goal of cultivating students' core literacy.This essay will provide frontline teachers with methods and ideas to improve their students' scientific inquiry literacy.