Investigation And Evaluation Of High School Students’ Scientific Inquiry Literacy

Cultivating the core literacy of high school students is an important educational policy in China,scientific inquiry literacy is one of the four major literacies of biology courses,and biology experimental courses can actively promote the implementation of scientific inquiry literacy goals.However,the new textbook has just been put into use in the southwest area,and front-line teaching still faces many problems in implementing the teaching goal of scientific inquiry literacy.In this context,promoting the development of high school students’ scientific inquiry literacy through the analysis of the current status and influencing factors of high school students’ scientific inquiry literacy is the focus of high school biology teaching.The researcher combs through the current status of relevant research,and the current evaluation method of scientific inquiry of high school students is mainly based on paper-and-pencil tests,without combining other evaluation methods.By combing the value research and theoretical basis of experimental courses at home and abroad,it is found that high school biology experimental courses is an effective teaching method to promote the improvement of high school students’ scientific inquiry literacy.In summary,the researcher determines the research theme based on the literature review and theoretical basis: taking experimental courses as an example,the influencing factors of scientific inquiry literacy are investigated based on the current situation.The research process is divided into two steps:(1)through questionnaire survey,a large range of preliminary understanding of the current situation and influencing factors of high school students’ scientific inquiry literacy;(2)On the basis of the current research,the study selected experimental courses as an example.Twelve high school students were selected to participate in the case study for process evaluation,dynamically tracked the literacy development process of high school students,and jointly evaluated the factors affecting the development of high school students’ scientific inquiry literacy by two evaluation methods: paper-and-pencil test and classroom observation.The data collected in questionnaires and case studies were analyzed and processed through tools such as SPSS 23.0,and conclusions were drawn based on qualitative analysis.Based on diversified evaluation methods,the author combed the current situation and influencing factors of high school students’ scientific inquiry literacy and found that most students have a certain foundation of scientific inquiry literacy,but there is room for improvement.Relying on real-life situations,solid inherent experience and relatively mature cognitive structures,multi-dimensional scientific inquiry practice experience,communication and cooperative peer learning to form a community,and practical behaviors in the process of inquiry can strengthen the scientific inquiry literacy of high school students.The combination of multiple evaluation methods can more comprehensively and objectively evaluate the development process of high school students’ scientific inquiry literacy.Finally,based on the conclusions,the study makes the following suggestions:(1)construct suitable situations: teachers stimulate students’ interest in learning by constructing relevant life situations in teaching;(2)studentcentered: teachers guide high school students to participate in the construction independently;(3)cooperative exploration: strengthening students’ ability through thinking collision;(4)activity support: supporting student development through teacher training and equipment updates;(5)multiple evaluation: personalized monitoring of the development status of high school students’ literacy.The above suggestions provide references for subsequent high school biology teaching.