Research On The Senior Biology Of Countryside Inquiring Teaching Strategy

In th article, the author shows the viability, necessity and importance of the formation on the inquiring teaching-way by investigating the present situation of biological teaching in the rural junior middle schools. On the base of thoroughly studying the theory on the inquiring teaching-way and combining with the author's experiences achieved in the testing-areas of the reformation in the countryside, the author systemically generalizes, summarizes and studies the biological inquiring-teaching way in rural junior middle schools through the exploration of the fundamental meaning of the inquiring teaching-way and the carding of the theory of the inquiring teaching-way , especially discusses how to operate it in the practices, offers a complete of strategic systems including preparing strategy, operating strategy and assessing strategy. In the preparing strategy, by standing on the foot of rural economy, making use of study advantages and opening up new practice sites, we will form unique teaching designs to be adapt to all kinds of teaching situations; In the operating strategy, we have effectively realized the inquiring teaching-way by setting up situations, instructing inquiring courses and communicating between teachers and students and among students themselves; In assessing strategy, we have reasonably and scientifically achieved the appraisal of the inquiring teaching-way in the classrooms by evaluating teachers and students, and have systematically tested the effects by the comparing experiments. The results show that the strategy of biological inquiring teaching-way in the rural junior middle schools has played a big stimulative role in the improvement of rural students' comprehensive inquiring quality. Finally the author rethinks the related questions on the inquiring teaching-way with the great amount of concrete practices in the countryside and by comparing to the courses of inquiring teaching-way and puts forward some valuable questions whether every aspect of the inquiring teaching must be reached and the issues on the inquiry must originate from students.