Research On The Senior Biology Teaching Strategy Of Promoting The Students' Inquiry Learning

Inquiry Learning is the approach of scientific inquiry and the study process that students acquire knowledge , improve skills, develop attitude , form sense of value and improve inquiry ability through the activities of finding puzzles, bringing forward a hypothesis, inquiring and studying, using and operating and communicating and expressing. In order to improve the students' scientific attainments, a teacher must adopt certain strategy of teaching, promote the inquiry learning of the students, making them acquire biology knowledge initiatively, experience scientific research process and technique, sequentially form some scientific academic ability, attitude and sense of value, cultivate the innovational spirit and practice skills.In the preface of this article, the realistic significance of sparkpluging the students to carry out the inquiry learning is fully dissertated, based on Elementary Education Courses Reform. That is to change the actuality of passive learning, learning by rote or training by rote, be propitious to develop the ability of searching and disposing information , the ability of obtain new knowledge, the ability of analyzing and solving problems and the ability of communicating and cooperating as well.In the text of this article, the issue (inquiry learning) is dissertated from theory to practice and then to theory.The first part puts forward the viewpoint that promoting the inquiry learning of the students is the break that completely improves the students' biological attainments and cultivate the innovational spirit and practice skills, and so is a new visual angle of biology teaching reform through a retrospect to the conventional biology teaching and exposure of its common disadvantage that too much importance is attached to the knowledge initiation but students' initiative exploration and research is ignored or disregarded.The second part first retrospects the evolvement history of inquiry learning, then , by anatomizing its basic connotation and core factors , reaches a conclusion that inquiry learning doesn't force the students to explore and research in every detail and thereby removes the students' mystery to it; and also by dissertating the core position of the hypothesis in scientific exploration and research indicates the striving direction of scientific inquiry learning, that is to put forward the hypothesis and test the hypothesis.The third part intends to seek the theoretic supports to the inquiry learning and, anatomizes the teaching process of the inquiry learning and the constructive teaching functions as well.The forth part dissertates the teaching practice phase of inquirylearning. Firstly, it induces and analyzes the factors that restricts the inquiry learning in present senior biology textbooks. Secondly, it brings forward constructive suggestions to the senior biology courses. And then it illustrates the principles and the area to choose the contents for inquiry learning and form three ways of inquiry learning for senior biology teaching, based on it: inquiry and discovery learning, problem-settled learning and inquiry experiment design.The fifth part is on the careful thinking and rational advisement of carrying out inquiry learning in senior biology teaching. Considering the actual conditions in senior biology teaching, effective inquiry learningneeds the following four combinations- combinations of partlyinquiry learning and fully inquiry learning ; combinations of known inquiry learning and unknown inquiry learning; combinations of inducing inquiry learning and deducting inquiry learning ; and combinations of passive learning and inquiry learning.