A Practical Study On Promoting Students’ Scientific Inquiry Ability Through PBL Model

The "General Senior High School Chemistry Curriculum Standards(2017Edition)" released in 2018 once again emphasized the importance of scientific inquiry.The emphasis on scientific inquiry in the new curriculum standard is an important manifestation of implementing the fundamental task of cultivating morality and cultivating people.Scientific inquiry is not only an important means of learning chemical knowledge,but also a way and method to cultivate students’ scientific inquiry ability,and the improvement of scientific inquiry ability can enable students to better adapt to life in the future society.However,traditional teaching methods are often difficult to meet the needs of students’ ability training.The PBL teaching mode is a teaching method that focuses on problems and uses groups to allow students to construct knowledge independently.It is consistent with the characteristics of scientific inquiry and is theoretically a good teaching mode for cultivating students’ scientific inquiry ability.In this context,what is the level of scientific inquiry ability of high school students? Can PBL teaching model improve students’ scientific inquiry ability in chemistry classroom? There are currently no clear research and practical results on these issues,and further research is needed.Therefore,this study aims to investigate the level of scientific inquiry ability of high school students and explore the impact of PBL teaching mode on students’ scientific inquiry ability.Through literature analysis,this study defines the related concepts of PBL and scientific inquiry ability,and analyzes the related research status and theoretical basis.Subsequently,the scientific inquiry ability level of students in 5 classes of senior one in a high school in N city was investigated,and the relevant teaching situation was learned through interviews with teachers.The questionnaire was compiled according to the seven elements of scientific inquiry ability,using the Likert five-level scale method,including 35 questions.The results of the survey show that the overall level of scientific inquiry ability of high school students and the dimensions of each element are relatively weak and have not reached the ideal level.The interview results show that teachers neglect the cultivation of scientific inquiry ability,and seldom consider the content of scientific inquiry in teaching design and carry out scientific inquiry teaching in daily teaching.After the preliminary investigation,this study constructed the PBL teaching program,carried out the teaching design,and selected two classes with the same overall level to carry out a one-month high school chemistry teaching control experiment based on the PBL teaching mode.After the experiment,in order to explore the influence of PBL teaching mode applied in chemistry classroom on students’ scientific inquiry ability and academic performance,the author conducted a re-test on the scientific inquiry ability of the two classes and compared it with the pre-experiment results.At the same time,the author Compared the academic performance of the two classes after the experiment.The experiment results show that the PBL teaching mode can significantly improve students’ scientific inquiry ability.The academic performance of students under the PBL teaching mode is comparable to that of the traditional modeGenerally speaking,the scientific inquiry ability of high school students is relatively weak.The PBL teaching mode can promote the cultivation of students’ scientific inquiry ability and has no negative impact on academic performance.It is a feasible teaching mode.Therefore,it is recommended to further explore and improve the PBL teaching mode in high school chemistry teaching to meet the needs of different student groups,improve teaching effects,cultivate students’ scientific inquiry ability,and better adapt to the development needs of future society.