Based On Scientific Inquiry Practice Research Of Biology Simulation Experiment Teaching In High-School

Scientific inquiry is one of the key contents of the core accomplishment of biology in the new biology curriculum standard.How to carry out scientific inquiry in biology class has received widespread attention,and experimental teaching is one of the effective ways to train and enhance students’ awareness of scientific exploration.But in the real experimental classroom,it is easy to be restricted by various factors,so that the experiment cannot be implemented.In this case,the simulation experiment can be used as a supplement to the real experiment,and all students can personally feel and experience the process of experimental inquiry with the help of the simulation experiment which cannot be carried out.This study adopts literature research method,questionnaire survey method,interview method,data statistics method and case study method.Firstly,on the basis of consulting relevant literature through literature research method,according to the four levels of scientific inquiry divided in the new curriculum standard,the general process of scientific inquiry is as follows: Questionnaires were compiled from six dimensions: question raising,hypothesis making,design scheme,implementation scheme,result analysis and expression and communication.Meanwhile,questionnaires related to simulation experiment teaching and teachers’ interview analysis were combined to understand the current status of high school students’ simulation experiment teaching based on scientific inquiry.Secondly,the author sorted out the specific process of the integration of the simulation experiment and the general process of scientific inquiry through sorting and induction,and developed the simulation experiment teaching plan based on scientific inquiry and applied it to the actual classroom practice.Finally,three ways of questionnaire,mid-term biology scores and student interview feedback were used to test the changes in each dimension of scientific inquiry of students in control class and experimental class who carried out simulation experiments in biology class before and after teaching intervention.After teaching intervention,the research conclusions are as follows: First,the use of simulation experiment teaching is helpful to improve students’ level of scientific inquiry;Second,teaching through simulation experiments can obviously improve the three,four,five and six dimensions of students’ scientific inquiry,but the effect on dimension one and dimension two is not obvious;Third,sinterest in learning biological knowledge is enhanced by the teaching strategy of integrating simulation experiment with the general process of scientific inquiry.Through the research,it is found that teachers teaching around the simulation experiment is helpful for students to develop scientific inquiry in the core literacy of the subject.Therefore,in order to implement the cultivation of core literacy of the subject,this study takes the development of students’ scientific inquiry as the goal,takes the simulation experiment teaching method as the means,carries out the classroom teaching practice of biology simulation experiment teaching in high school based on scientific inquiry,and develops corresponding teaching cases.It is expected to provide some useful teaching ideas and theoretical references for high school biology teachers to use biological simulation experiments to improve students’ scientific inquiry level.