Research And Practice Of Inquiry-based Teaching In Senior Middle School Biology Based On OBE Concept

The“Senior Middle School Biology Curriculum Standards（2017 Edition）”（revised in 2020,hereinafter referred to as"the new standards"）include"scientific inquiry"as an important element of core literacy in biology,aiming to promote students’active participation in hands-on and minds-on activities.The aim is to deepen their understanding of biological concepts through inquiry-based learning or engineering tasks,to improve their ability to apply knowledge,and to cultivate the spirit of innovation,so that they can use scientific perspectives,knowledge,ideas and methods to explore or solve certain problems in real life.With the implementation of the new curriculum and the deepening of the teaching reform,how to understand the connotation of scientific inquiry literacy,what educational philosophy should be adhered to in the teaching process,and how to integrate the process of scientific inquiry into the teaching of high school biology according to objective conditions are the practical problems faced by educators.It is of great practical significance to study and explore them,to improve teachers’teaching ability,to stimulate students’enthusiasm for learning,and to cultivate students’scientific awareness and way of thinking through teaching design-practice-reflection.In the current educational context,this study designs an inquiry-based teaching model based on the teaching objectives of the"the new standards",the concept of OBE（Outcome based education）and the objective reality of senior middle school biology teaching,and applies it to the teaching practice to investigate whether the model helps to promote the improvement of students’learning performance,the development of inquiry and innovative thinking skills,and the teachers’in-depth understanding and knowledge of the connotation of scientific inquiry.This search firstly used the literature analysis method to clarify the conceptual definition and relevant theoretical basis of OBE concept and inquiry-based teaching by collecting and organizing relevant literature at home and abroad.Secondly,the interview method was used to interview teachers to understand their familiarity with the new curriculum and the current situation of inquiry-based teaching in senior middle school biology teaching,which provided theoretical and practical guidance for the design of inquiry-based teaching mode in this thesis.Then,three inquiry-based teaching cases were designed based on the content of Compulsory 1 of senior middle school biology,and put into practice at 1^stsenior middle school in G City.Finally,the implementation effect of the teaching model was tested by comparing the results of students’pre and post-test questionnaires and pre and post-test scores.In the implementation process,two classes were randomly selected from the first grade of senior middle school classes as the control class（without inquiry-based instruction）and the experimental class（with inquiry-based instruction）.Analysis of the questionnaire survey results revealed that before the implementation of inquiry-based instruction,students in the control class and the experimental class did not differ significantly（P>0.05）in the three dimensions of understanding,learning impact,and student interest,and after the experimental class carried out inquiry-based instruction,students in the two classes showed significant differences（P<0.05）in the findings of the three dimensions,and the mean scores in the experimental class improved,indicating that the implementation of inquiry-based instruction had a The results of longitudinal analysis showed that the difference between the pre-test and post-test scores in the control class without inquiry-based teaching was not significant（P>0.05）,while the experimental class had a significant increase in the post-test scores compared with the pre-test through the implementation of inquiry-based teaching cases and processes and the difference was significant（P<0.05）,indicating that inquiry-based teaching effectively improved students’learning performance.The results of the questionnaire showed that as the learning process progressed,students gradually became interested in inquiry-based teaching,and considered that the teaching mode was very helpful to their learning of biology,which could better stimulate their enthusiasm for learning and facilitate their subjective initiative to actively explore the hidden scientific laws behind the phenomena on their own,and their performance also improved significantly after the teaching practice.Compared with the traditional teaching methods,students’learning activities in the result-oriented inquiry-based classroom are more purposeful and active,which is more conducive to promoting the cultivation of students’subject core literacy and improving their performance,as well as enhancing students’motivation to learn biology and cultivating good learning habits.The combination of OBE concept and inquiry-based teaching in senior middle school biology teaching not only promotes the development of inquiry-based teaching,but also realizes the integration of OBE concept into senior middle school biology teaching,which provides a new idea for secondary school teaching reform.On this basis,based on this teaching model,the following teaching suggestions are made from four perspectives:improve teachers’ability to implement inquiry-based teaching;improve students’ability to carry out inquiry-based learning;the optimal design of inquiry-based teaching;and improve teaching conditions.