Research On Cultivating Students’ Scientific Inquiry Ability In Biology Experiment Teaching In Senior High School

Under the background of a new round of curriculum reform,biology experiment teaching in senior high school has been emphasized to face all students,realizing the transformation from "double-base" to "biological science accomplishment",and from traditional teaching mode to inquisitive teaching mode.The 2017 edition of "High School Biology Curriculum Standards" has established the basic concepts of life concept,scientific thinking,scientific inquiry and social responsibility as the core in teaching.Scientific inquiry is a key component of core accomplishment in biology,and is also an important task of biology teaching,while biology experiment teaching is the main way to cultivate and develop scientific inquiry ability of students.Through student questionnaires and teacher interviews,it is found that there exist still some problems in the process of cultivating senior high school students’ scientific inquiry ability in biology experiment teaching.The analysis of students’ questionnaire results showed that students like biological experiments,but their understanding of experimental teaching is one-sided,and the current situation of the cultivation of scientific inquiry ability is not good.The questions raised by students are not targeted and representative,and the experiment design and implementation lack innovation and independence.Students are willing to communicate,but prefer the form.Students actively participate in the inquiry process,but pay more attention to the results rather than the process,lacking reflection.The analysis of teachers’ interview results showed that teachers hold a positive attitude towards the cultivation of students’ scientific inquiry ability,but they do not pay enough attention to experimental teaching in senior high school biology teaching,not have a deep understanding of scientific inquiry,and not do a good job in the cultivation of students’ scientific inquiry abilityIn view of the current situation of cultivating students’ scientific inquiry ability,the author formulated the implementation methods for cultivating students’ scientific inquiry ability in experimental teaching: 1.Emphasizing on life-to-life strategies to internalize students’ practical experiences.2.Mining the contents of textbooks and highlighting the cultivation strategies of inquiry elements;3.Taking exploratory experiments as the main line,focusing on cultivating students’ ability to analyze and solve problems;4.Advocating group cooperation,cultivating student’ s team spirit,and expanding their scientific inquiry thinking;5.Adopting multiple evaluation methods and paying attention to the comprehensive quality of students.The author designed two teaching cases of inquiry experiments,which were "exploration of the water loss and absorption of plant cells" and "exploration of the conditions affecting enzyme activity".Two parallel classes of Grade one in M Senior Middle School of Zhou Kou city were selected as the experimental class and the control class.Of these,Grade one(Class 8)was taken as the experimental class and Grade one(Class 7)as the control class.The experimental teaching strategy proposed was implemented in the experimental class,while the conventional experimental teaching strategy was performed in the control class.After the teaching practice,the students in the experimental class and the control class were compared and analyzed in terms of final grades,post-test questionnaires of scientific inquiry ability and other aspects.The analysis of students’ final scores showed that there were clear differences in the final examination between the two classes with the same level before teaching practice.The final average scores of students in the experimental class and the average scores for experimental inquiry questions were higher than those in the control class.Among them,the difference in the average scores of experimental inquiry questions was more significant,especially for students in the middle score segment.The analysis of the results of the post-test questionnaire revealed that,before the teaching practice,the level of scientific inquiry ability between the experimental class and the control class was similar,and no significant difference was seen.After the teaching practice,the scientific inquiry ability of the students in the experimental class had reached a strong level.Among them,the differences between the two dimensions of "design experiment" and "reflection and evaluation" were very significant,the differences were significant in the three dimensions of "discovering and raising problems","implementing experiment" and "analyzing results and drawing conclusion",and the differences were no significant in the three dimensions of "forming conjectures and assumptions","data collection and processing" and "expression and communication".Therefore,the experimental teaching strategies and case design proposed in this study are favor to improving students’ biological performances.It is also feasible to cultivate students’ scientific inquiry ability.