Demonstrative Teaching To Promote The Development Of Scientific Inquiry Ability Of Senior High School Students

Equipped with a high level of scientific inquiry ability,high school students can not only stimulate their learning interest and improve their academic performance,but also provide new methods to create new things and make contributions to the progress of human civilization.“Biology Curriculum Standards for Ordinary Senior High Schools(2017 Edition)” pays attentions to the inquiry ability of students.Therefore,they can master the methods and ideas of inquiry,and lay a solid foundation for further learning and stepping into the society.Due to the pressure of college entrance examination and the solidification of teaching mode of some teachers,the cultivation of students’ scientific inquiry ability has not gotten due attention.The project-based teaching model can improve students’ scientific inquiry level,but the cycle is long and it requires high material conditions.While the traditional teaching method is convenient to implement,but it neglects the cultivation of students’ scientific inquiry ability.Argumentative teaching mode can combine both advantages and abandon both disadvantages of the project-based teaching model and the traditional teaching method.In the form of case teaching,this study applies argumentative teaching mode to “Molecules and Cells”,a required course for high school biology in 2019 New Education Edition,in order to improve students’ scientific inquiry level.Begin with reviewing relevant literature,this study summarizes the existing results,grasps the research status of the research topic,defines the concept of relevant key terms,and clarifies the research direction and teaching strategies to be implemented in the future.At the same time,questionnaires were designed according to the characteristics of biology and certification teaching mode.Besides,questionnaires were distributed,filled in,sorted out and analyzed to comprehend teachers’ emphasis on scientific inquiry ability and students’ learning status quo.The results show that the teachers do not specially train the inquiry ability of students,and the students’ flexibility,originality and criticality are at the medium level.Therefore,according to the concept of argumentative learning and the current situation of the development of biology classroom,the author further selects the relevant contents of human education edition biology textbook and designs argumentative teaching cases from the aspects of formulating argumentative plan,argumentative implementation,argumentative display,evaluation and reflection.In the implementation process,two classes with the same level of inquiry ability were selected to carry out the educational experiment.The questionnaire and part of the first monthly examination questions were taken as the pre-test,and the same questionnaire and part of the final examination questions were taken as the post-test,and the results were analyzed.In the process of implementing argumentative teaching mode,the teacher assumes the knowledge points students may be confused on the basis of the teaching objectives,designs the question series carefully and collects data extensively for the set questions before class so as to support students’ opinions in class.In class,students should be encouraged to put forward their own ideas actively or put forward opinions on others’ ideas through point system while maintaining the class order to ensure the course progress.In addition,as for the key and difficult problems,group discussion,video demonstration,role playing and other methods can be used to solve them.Teachers are required to explore diversified teaching methods on their own initiative.After students acquire new knowledge,a brief summary should be made at the end of the class.And at the end of each chapter,students are required to make a mind map to consolidate what they have learned in class.In order to improve students’ scientific inquiry ability effectively through argumentative teaching,teachers can create problem situations so as to stimulate students’ curiosity.Teachers should pay attention to guide students to attach importance to data collection and data analysis in order to train students’ logical thinking.In the classroom,teachers should consider the questions and refutes as the breakthrough point,improve students’ thinking ability and strengthen their knowledge structure.For the key and difficult parts,teachers can organize group cooperation and communication and establish a learning community.The teaching practice results show that both the exploration level and academic performance of students in the experimental class have been improved.Therefore,people can speculate that argumentative teaching mode is conducive to cultivating the scientific inquiry ability of senior high school students and realizing the core accomplishment goal.This study lists the content of the compulsory one suitable for the application of argumentative teaching mode which provide reference for the majority of teachers,and the corresponding education model is worth of promotion and implementation.