Practical Research On Cultivating Students’ Scientific Inquiry Ability Through Biological Inquiry Experiment In Senior High School

The biology curriculum standard for senior high school(2017 Edition)takes the development of students’ core literacy as the training goal.Scientific inquiry is one of the dimensions of core literacy.The cultivation of inquiry ability is the task throughout the biology curriculum of senior high school.According to the requirements of practical education,the key to the improvement of discipline core literacy is "doing".If the process of learning natural science is all obtained from books,students have no practical experience of hands-on operation,it is difficult for students to effectively develop their characters and abilities and so on.The "inquiry and practice" column in the textbook contains massive open inquiry experiments,which can train students’ logical thinking,enable students to acquire knowledge,methods and skills in the process of experiencing inquiry,and have irreplaceable advantages in cultivating students’ observation,questioning,designing experiments and cooperative communication.In the actual teaching process,students are faced with difficulties in experimental design,experimental implementation and experimental analysis when conducting inquiry experiments,which makes it difficult to give full play to the positive auxiliary role of inquiry experiments in cultivating students’ inquiry ability.Based on this,this study puts forward the teaching suggestion of "organizing active learning characterized by inquiry" combined with the new curriculum standard,Taking the six exploratory experiments in the "inquiry and practice" column in the textbook as the starting point,with the help of modern information technology micro courses,the following teaching processes are designed by adopting the inquiry teaching mode:(1)creating situations and causing problems;(2)Determine the theme and cooperate to explore;(3)Analyze and synthesize and draw a conclusion;(4)Express and communicate,summarize and improve,and apply it to teaching practice to improve the traditional inquiry experimental teaching methods,so as to provide reference for front-line teachers to cultivate students’ scientific inquiry ability in inquiry experimental teaching.Firstly,this study understands the connotation and current situation of scientific inquiry and inquiry experiment by consulting literature and network materials,expounds the research background,significance and content,and explains the necessity of cultivating students’ scientific inquiry ability.At the same time,taking the compulsory course of senior high school biology of people’s Education Edition in 2019 as an example,this paper classifies the experimental content in the column of "inquiry and practice".Then,through the questionnaire survey on the current level of students’ scientific inquiry ability,the results show that among the seven dimensions of scientific inquiry ability,students’ expression and communication ability are strong,their ability to observe phenomena,ask questions and make assumptions is at the general level,and their ability to design,implement and analyze results is weak,but most students express great interest in biological experimental inquiry course,The reason may be that teachers lack this training for students in class,which leads to students’ enthusiasm for exploration and can not be put into practice.The results show that the biological experimental inquiry course in the school is basically carried out in the way taught by teachers,students rarely have the opportunity to practice,and the evaluation method is single,but most teachers agree with the cultivation of students’ inquiry ability through experimental inquiry course.Based on the analysis of the current situation of the survey,two classes with similar academic achievements are selected and divided into experimental class and control class.With the help of modern information technology micro class,the experimental class adopts inquiry teaching strategy to design and implement the teaching process,and the control class adopts traditional teaching methods.After the teaching practice,through the multi-dimensional analysis of the teaching effect,such as the questionnaire of scientific inquiry ability,students’ subjective descriptive feedback and students’ final grades,draw a conclusion,and then put forward improvement suggestions and prospects according to the shortcomings of the practice process.The research shows that taking inquiry experiment as the starting point and carrying out inquiry teaching practice based on micro class can promote the cultivation of students’ scientific inquiry ability,and also promote the improvement of students’ academic achievement to a certain extent.However,by analyzing the teaching effect,it is also found that although the overall level of students’ scientific inquiry ability has been improved,the improvement is not large,and a considerable number of students are still at a weak level,which shows that the cultivation of students’ scientific inquiry ability is not immediate.In other words,teachers need to infiltrate in experimental teaching for a long time to achieve obvious results.Finally,the author reflects on this teaching research and puts forward some suggestions,which will also be the direction of my future teaching practice.