Study On The Application Of "Contextual Teaching" To The Development Of High School Students' Scientific Inquiry Ability

In the 1970 s,some countries began to reform their curricula,and the general trend was to shift from an examination-oriented teaching that emphasized knowledge to an emphasis on ability.According to the education policy and in combination with China's national conditions,the Ministry of Education officially issued the revised curriculum standard for senior high schools.The new curriculum standard emphasizes that the core of high school biology is to show the basic knowledge of biology and reflect the essence of scientific development;The purpose of high school biology education is to improve the core biological literacy of high school students.Scientific thinking and scientific inquiry are the key elements of biology subject literacy,and how to develop students' scientific inquiry ability is a great concern for high school biology teachers.Since the release of the new curriculum standard,contextual teaching has been a hot topic of research for biology teachers,but currently,few studies have been conducted on the effect of contextual teaching on the scientific inquiry ability of high school students.This research is centered on this issue with the following purposes: to investigate the situational teaching status of biology teachers;to investigate whether contextual teaching can improve students' scientific inquiry ability and core in biology? Does contextual teaching have the same effect on the scientific inquiry ability of boys and girls?This research studies the current situation of domestic and foreign contextual teaching related research by consulting literature.Through the questionnaire survey,the views of biology teachers on the teaching of biological context are as follows: Nearly 50% of biology teachers did not understand the principles and procedures of contextual teaching,most of biology teachers supported the method of contextual teaching,it is believed that situational teaching can not only increase students' interest in learning,exercise students' logical thinking,improve students' hands-on ability,scientific inquiry ability,and unity and cooperation ability,but also help improve their own literacy.Through the analysis of interviews,it can be seen that most teachers lack a deep understanding of the meaning of contextual teaching and the specific implementation process,and there are very few biology classrooms based on situations.In the practice of situational teaching,teachers encounter the following difficulties: young teachers are inexperienced,and the use of contextual teaching methods increases the pressure of lesson preparation;young teachers are worried that the classroom atmosphere is so active that they can control students,which results in reducing the teaching effect;it is difficult to find contextual teaching materials that match local students' cognition;the distribution of time for biology subjects is less,and the use of contextual teaching methods often fail to catch up with the teaching schedule;schools do not have professional biology lab technicians and the lab equipment is not perfect,which makes some experiments impossible to carry out.Although biology teachers encountered many difficulties in practicing contextual teaching,according to the results of the questionnaire,most biology teachers are willing to read articles related to contextual teaching and have an optimistic attitude toward the development prospect of contextual teaching.Based on the existing literature,the study analyzes the theoretical of contextual teaching,summarizes the general ideas of contextual teaching and the situational material of 2019 Human Education Version of high school biology Compulsory 2.During the module teaching of the2019 Human Education Version of high school biology Compulsory 2,selecting the topics of contextual teaching,sorting out the situational materials that can be used in the biology courses of high school,and form effective teaching designs.Hoping that it can provide help for high school biology teachers to carry out the research of contextual teaching.Then take class(4)and class(5)grade 10,which are both taught by the author in Shashi middle school in Hubei Province and have no significant difference between students' biological performance and scientific inquiry ability at the beginning of the semester of which class(4)is the control class,using the conventional teaching mode,class(5)is the experimental class,and using the situational teaching mode.After a semester of teaching,the students' score in biology and scientific inquiry ability were analyzed to investigate whether contextual teaching could improve students' scientific inquiry ability.Through paper and pencil tests,using Excel and SPSS software to analyze the score in biology and scientific inquiry ability of the experimental class and the control class respectively It showed that the experimental classes using contextual teaching method got significantly higher score in biology and scientific inquiry ability than the control classes.Overall,students' score in biology was positively correlated with scientific inquiry ability.Compared with girls,the effect of contextual teaching on boys' scientific inquiry ability was more significant.In terms of the five dimensions of scientific inquiry,contextual teaching could significantly improve students' ability to design experiments,predict results and draw conclusions,while it did not have a significant effect on students' ability to find problems,formulate hypotheses and analyze variables.There was no significant effect on students' ability to identify problems,formulate hypotheses,and analyze variables.In summary,contextual teaching can effectively improve students' score and scientific inquiry ability in biology.