The Application Of Heuristic Inquiry Teaching Method In High School Biology Teaching

The General High School Biology Curriculum Standards(2017 Edition Revised2020)states that the process of student learning is one of active participation,and that students deepen their understanding of biological concepts,enhance their ability to apply knowledge and cultivate the spirit of innovation through inquiry-based learning activities.The inquiry-inducing teaching method is in line with the requirements and concepts of the new standard,which emphasizes the students’ subject position and the teacher’s guiding role,and attaches importance to the cultivation of students’ independent thinking and cooperative inquiry ability.Therefore,it is very necessary to study the application of the evocative inquiry teaching method in senior secondary biology teaching.The inquiry-inducing teaching method refers to the procedure of teaching activities which is guided by the theory of inquiry-inducing teaching,creating reasonable“thought-provoking points” and setting correct guiding information according to the teaching content,teaching nature and students’ cognitive level,and guiding students to achieve the teaching objectives in an inquiry-based way.The research methods used in this thesis are literature research method,interview method,questionnaire survey method and experimental research method.Firstly,on the basis of reviewing a large amount of literature to understand the current situation of the research on induced thought inquiry teaching method and related theories at home and abroad,the research direction and research content were determined.Secondly,by investigating the current situation of the application of the inquiry-inducing teaching method in the teaching of biology in Luanchuan County L high school,followed by analysing the problems and causes of the inquiry-inducing teaching method in actual teaching,relying on the basic principles of the implementation of the inquiry-inducing teaching method,and proposing improvement strategies for the implementation process of the inquiry-inducing teaching method to provide a reference basis for promoting the application of the teaching method in high school biology classroom teaching.Finally,taking the first year high school classes 29 and 30 as the experimental subjects,we applied the evocative inquiry teaching method in the biology classroom and designed a teaching case based on the evocative inquiry teaching method using the chapter of“Material Input and Output of Cells” as an example,and conducted a practical study.Excel and SPSS software were used to analyze the post-test data of students and teachers.The study found that the teaching method had a positive impact on students’ learning attitudes,classroom performance,independent learning ability and academic achievement,and also contributed to the improvement of teachers’ teaching skills.The main conclusions obtained from the practical research are as follows:(1)interest and achievement: the implementation of the inquiry-inducing teaching method can improve students’ interest in learning biology and significantly improve their learning achievement;(2)ability and habit: the implementation of the inquiry-inducing teaching method can improve students’ ability to cooperate and question,so that students can gradually develop the habit of independent learning and active exploration;(3)teachers’ aspect: The implementation of the inquiry-inducing teaching method can help to improve the teaching design ability and classroom control ability of biology teachers.The application of inquiry-inducing teaching method in senior secondary biology teaching is a practical need to improve classroom efficiency and teaching quality,and is an effective way to cultivate students’ independent learning and cooperative learning ability.The study puts forward rationalised implementation suggestions for the application of the inquiry-inducing teaching method in senior secondary biology teaching for reference by front-line teachers.