The Practical Research On The Creation Of Inquiry Situation Based On Frontier Knowledge In Biology Teaching In Senior High School

The implementation of the core literacy and new curriculum standards of biology marks that education reform has entered a new stage.The teaching focus has also shifted from the detailed knowledge to the students’ understanding of the major concepts of the subject and the development of key competencies.To achieve these goals,it is necessary to create real and specific inquiry situations and guide students to experience the process of problem solving.Nowadays the frontiers of biology are developing rapidly.Frontier knowledge can provide a wide range of materials for the creation of inquiry situations and improve the contemporary and scientificity of the curriculum.However,frontier knowledge is less applied in teaching practice because of its complexity and difficulty.In this study,interview method and questionnaires were used to investigate the current views,preferences,and practical experiences of teachers and students on the introduction of frontier knowledge into the curriculum.Action research method and analytical survey method was used to conduct a practical study on the creation of inquiry situations in high school biology class based on frontier knowledge in school H.The effectiveness of the study was evaluated by SPSS software.Combining the experience of domestic and foreign research and the experience accumulated in the process of practical teaching,the application principles of creating inquiry situations in high school biology class based on the frontier knowledge are proposed: targeting principle,suitability doctrine,speculative principle,scientific principle,structured principle.This study sorts out the methods of developing frontier material library and the applicable process of lesson preparation.Four typical teaching cases that can be used as references by other researchers are supplied by this study.The following conclusions are drawn from the research of this paper.Teachers and students both agree that frontier knowledge was valuable.Most of the students show a strong willingness to learn frontier knowledge.Students prefer to learn it by using frontier knowledge as a context in the class.The overall performance of the experimental class on the test questions involving frontier knowledge is better than that of the control class.The improvement of their thinking level is more obvious.It is speculated that the classroom teaching practice of applying the frontier knowledge to create inquiry situations can improve students’ core literacy such as scientific thinking and scientific inquiry to a certain extent,specifically manifested in the extraction of text information,the identification of mechanism diagrams,data tables,and the improvement of the ability to express words.