Scaffolding Teaching To Cultivate High School Students’ Biology Practical Research On Scientific Inquiry Ability

In the "Curriculum Standards for High School Biology(2017 Edition)(2020Revised Edition)",scientific inquiry is considered an important component of the core competencies of the biology discipline.Scaffold teaching includes five links: creating a situation,setting up a scaffold,independent exploration,collaborative learning and effect evaluation.These links are interconnected.First set up the scaffold,and then gradually remove the scaffold,allowing students to explore independently,which can be used to cultivate students’ scientific inquiry ability.Based on this,this study explores the use of scaffolding teaching in cultivating students’ scientific inquiry ability and evaluates its effectiveness.This study adopts literature research,questionnaire survey,interview,and teaching experiment methods to explore the specific implementation of scaffolding teaching in high school biology classrooms.Firstly,the literature research method is used to sort out the current research status of scaffolding teaching and scientific inquiry ability both domestically and internationally,and to clarify the development trend.Secondly,a questionnaire survey is conducted to investigate the current level of scientific inquiry ability among first-year high school students,and an interview is conducted to analyze teachers’ attitudes and views on cultivating scientific inquiry ability through scaffolding teaching.Furthermore,integrating scaffolding teaching into the cultivation of scientific inquiry ability,developing a teaching process based on scaffolding teaching to cultivate scientific inquiry ability,and selecting the exploratory experiment of Compulsory 1 in the new high school biology textbook for case design.Finally,two classes in the first grade of high school are selected for teaching practice,and the teaching effectiveness is evaluated using survey questionnaires,test questions based on tool lists,and student interviews.The research results indicate that: firstly,scaffolding teaching can significantly improve students’ level of scientific inquiry ability,especially in terms of "ability to make assumptions","ability to design solutions",and "ability to explain and draw conclusions";In addition,the effect is particularly significant in cultivating the ability to design solutions.Secondly,through interviews with three levels of students in the class:excellent students,intermediate students,and underachievers,it is found that scaffolding teaching can stimulate students’ interest in exploratory experiments.Therefore,applying scaffolding teaching to high school biology classrooms has certain guiding significance for current educational practice.