Practical Study On Developing Students’ Inquiry Skills Based On Micro-project Learning In High School Biology Teaching

The new round of curriculum reform advocates inquiry-based learning and places more emphasis on the cultivation of students’ scientific inquiry skills.To implement the cultivation of scientific inquiry skills,students need to personally participate in inquiry activities,solve practical problems,and gain first-hand practical experience.Under the new curriculum standards,project-based learning,which is based on the theory of "learning by doing," has received much attention,but project-based learning is difficult and time-consuming,and is not fully utilized in the regular classroom.Micro-project learning can be effectively combined with conventional teaching by reducing the difficulty of the project and shortening the project cycle through micro-projects,while retaining the advantages of project-based learning.Micro-project learning takes microprojects as the carrier,and students discover problems in real situations,design and implement inquiry activities,express and communicate their project works,and thus obtain the improvement of scientific inquiry ability.The main contents of this study below.We used questionnaires and interviews to understand the current situation of using microprojects in high school biology classrooms and the current situation of developing students’ scientific inquiry skills.It was found that all the teachers interviewed indicated that the microproject learning model had some value and they would try to use it in classroom teaching in the future;the overall level of students’ scientific inquiry ability was weak,and some teachers lacked attention to the cultivation of scientific inquiry ability.We try to construct strategies for developing students’ scientific inquiry skills based on microproject learning and implement teaching practices around the implementation steps of microproject learning and the first-level elements of scientific inquiry skills.The practical effects of microproject learning were evaluated using structured worksheets and test papers to verify whether students’ scientific inquiry skills were enhanced after conducting microproject learning.The test results showed that the mean score of the structured worksheet posttest of the scientific inquiry ability of the students in the experimental class was 20.13 and the mean score of the posttest of the control class was17.97.An independent sample t-test was conducted on the mean score of the structured worksheet posttest of the two classes,and the t value was 0.001 < 0.05,and it was concluded that there was a significant difference between the mean scores of scientific inquiry ability of the two classes.The paired-samples t-test was then conducted on the pre and post-test scores of the experimental and control classes,and the p-value of the experimental class was0.001,that is,p < 0.05,and the p-value of the control class was 0.955,that is,p-value > 0.05,which concluded that there was a significant difference between the pre and post-test scores of the experimental class and no significant difference between the pre and post-test scores of the control class;the mean score of the experimental class was 71.28 and the mean score of the control class was 62.65 in the stage test pointing to the scientific inquiry ability.Combining the results of teacher interviews and post-class questionnaires,this study concludes below.Firstly,the microproject learning mode can effectively promote students’ scientific inquiry ability.Secondly,the microproject learning mode can transform students’ learning style and cultivate their sense of cooperation.Finally,the microproject learning mode can enhance students’ interest in learning biology and improve their classroom participation.