Preliminary Exploration On Task-Driven Teaching To Cultivate Students’ Biological Experimental Design Ability

Biology is an experiment-based subject.The “ General High School Biology Curriculum Standards(2017 Edition 2020 Revision)” points out that “ scientific inquiry ”refers to the ability to discover biological problems in the real world,observe,ask questions,design experiments,implement programs,and communicate and discuss results for specific biological phenomena.Therefore,experimental design is one of the important links of scientific inquiry and plays an important role in cultivating students ’scientific inquiry ability.The experimental design in teaching,as a link with higher requirements for students ’ experimental design ability,has always been a difficult problem for teachers.It is an important way to cultivate students ’ scientific inquiry ability and has positive significance for the implementation of students ’ biological core literacy.Task-driven teaching is a teaching method based on constructivist learning theory.It mainly emphasizes the infiltration of teaching content into teaching tasks,so that students can actively construct knowledge in task activities,which is suitable for improving students ’ experimental design ability,thus infiltrating the cultivation of scientific inquiry ability.Based on the collation of relevant literature,this study investigated the application status of task-driven teaching and the level of students ’ scientific inquiry ability in frontline biology teachers of Z Middle School in Zhangye City by questionnaire survey and interview.The survey shows that some front-line biology teachers have insufficient understanding of task-driven teaching and need to be strengthened;students ’experimental design ability is relatively weak,specifically for the selection of experimental materials is not clear enough,the level of experimental steps is weak and the awareness of control variables is not strong.Based on this,this study is guided by constructivist learning theory,achievement motivation theory and Bruner ’s discovery learning theory,and takes some chapters in the “ Molecule and Cell ” module of the People ’s Education Press as an example.The general model of task-driven teaching :“ design task-analysis task-driven task-evaluation task ” is the main line to cultivate students ’ experimental design ability.The corresponding teaching practice activities are carried out in three stages : design task,implementation task and evaluation task,and students are guided to gradually improve their experimental design ability in the process of completing tasks through independent or collaborative learning.Finally,the practical effect of task-driven teaching is evaluated by means of interview and questionnaire.The results show that the application of task-driven teaching to teaching by grasping the direction,in-depth guidance and follow-up guidance can help students accurately grasp and select relevant experimental materials,improve students ’ ability to formulate experimental steps,and enhance students ’ awareness of exploring control variables.To a certain extent,it is effective for the cultivation of students ’ experimental design ability.However,due to the short time of teaching practice and insufficient teaching skills,the application of task-driven teaching to classroom teaching still needs further research.It is suggested that follow-up researchers should carefully screen the setting of task chain,make the setting of task less and more refined,give students more opportunities to communicate and express,refine the creation of real situation and diversify the evaluation mechanism.This study provides a reference for the application of task-driven teaching in the cultivation of students ’ experimental design ability in high school biology teaching.