| Innovative talents are the urgently needed developmental talents in New China in the 21 century.In addition,the exploratory experiment of biology is the accelerator to promote the cultivation of innovative talents.The promulgation of the General High School Biology Curriculum Standard in 2017(the following new curriculum standard is called XXX)is of guiding significance for the teaching of biology in senior high school.The new curriculum standard once again defines the four requirements of high school biology scientific literacy.The requirement of "scientific inquiry" is reflected in the high school biology textbooks with emphasis on strengthening the proportion of exploratory experiments.As a teacher in Hegao Senior High School,there are many difficulties in carrying out inquiry experimental teaching and even experimental teaching.In ordinary teaching,it is also found that students’ inquiry ability can not be exercised and improved because they are unable to carry out experimental classes.The author puts forward the research question: carry on the investigation and interview to the students and teachers of Hegao Senior High School,hoping to get the present situation of inquiry experimental teaching.This study puts forward some reasonable countermeasures for the inquiry experiment teaching of the front-line teachers in Hebi XX Senior High School.This study combines basic research with applied research,and the main research methods include literature research,questionnaire,interview,comparative analysis and so on.This study collates and analyzes the current situation of inquiry experimental teaching research at home and abroad through the method of literature research.A series of investigations on "exploratory experimental teaching" were carried out among students and biology teachers by using the methods of questionnaire and interview.It is concluded that the present situation of inquiry experimental teaching of biology in Hegao Senior High School: 1.In the aspect of teachers’ teaching: it is about the understanding deviation of experimental teaching,thinking that experimental teaching is a kind of auxiliary teaching means,which negates the important position of experimental teaching in biology teaching.2.In the aspect of students: students think that scientific knowledge is a kind of inherent,absolutely correct and authoritative theoretical knowledge,which makes students lose their curiosity and creativity.3.In the aspect of school and education system: the school still thinks that students’ "reciting" experiment can also achieve satisfactory results in college entrance examination,and does not attach importance to experimental teaching.The following strategies are put forward after discovering the dilemma of "exploratory experimental teaching" : 1.It takes time to improve the experimental conditions.Teachers carry out experiments as much as possible under the current experimental conditions,and first carry out some demonstration experiments.Or they find some materials to replace the difficult to find experimental materials to carry out exploratory experiments from daily life.2.Cultivating students’ inquiry ability by other methods,including learning the history of biological science through inquiry teaching,creating situational problems in connection with real life,using model construction to explore teaching,and so on.3.Strengthening teachers’ continuous learning.Teachers can study the college entrance examination questions over the years and strengthen the connection and improvement of students’ corresponding ability through the analysis of college entrance examination questions under the limited experimental conditions.The practice of collecting and analyzing the college entrance examination questions and teaching design for the proposed strategies:The comparative analysis method is adopted to analyze the college entrance examination papers of various provinces and cities from 2016 to 2020.It is found that the relevant abilities of inquiry experiments have been examined in the college entrance examination papers of all provinces over the years.In addition,the score of inquiry experiment questions is increasing year by year,and more students’ inquiry ability and innovation ability are investigated,which further shows that inquiry experiment teaching is an indispensable item in biology teaching in senior high school.As a consequence,teachers should also purposefully carry out inquiry teaching in the classroom,and students’ scientific literacy should be established through the inquiry process in the classroom in schools that are really unable to carry out experiments.The author carefully writes the teaching design,implements the teaching plan and comprehensively reflects on the teaching process,so as to cultivate students’ scientific inquiry literacy of biology from the classroom.It is considered that rich inquiry experimental teaching or inquiry teaching in the teaching process can obviously improve students’ experimental inquiry ability and enthusiasm for biology learning after teaching practice.It plays an obvious role for students to understand many biological concepts and improve their inquiry ability.Combined with the author’s own teaching experience,the author puts forward the following teaching strategies for biology teachers in Hegao Senior High School after the specific summary and analysis of the proposed strategies and the practice of teaching design.(1)Teachers carry out experimental teaching as much as possible based on the current conditions.(2)Cultivating students’ inquiry ability by other methods.Learning the history of biology through inquiry teaching and exercise students’ ability to "make assumptions".Creating situational problems in connection with real life,and exercising students’ ability of "data collection and analysis".Using model construction to carry out inquiry teaching and guide students to exercise their ability of "expression and communication".Carrying on the study and teaching through the investigation method.(3)Strengthening teachers’ continuous learning. |
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