The Exploration Of The Middle School Biology "Context-Inquiry" Teaching Model

The educational reformation first lies in the renewal of idea, next lies in the implementation. Models of teaching, as the bridge relating teaching theory and teaching practice, must move to the stage of educational reformation and it is the necessity of history. This thesis will systematically design the model of "context—inquiry" teaching for the middle school biology.This thesis consists of four parts. In Part One, it clearly shows the reason and significance of selecting this topic. Now the researching of context teaching is hardly about the biological lesson. This thesis is based on the "context" and explores the "inquiry" teaching model of the middle school biology, so that it might be helpful to the outcome of education and teaching.The second part analyzes the basic theory of the "context—inquiry" teaching model. It includes the ideas of teaching models, the context teaching model and inquiry teaching model.Part Three is the clear analysis of the middle school biology "context—inquiry" teaching model. First it describes the characteristics, basic essence and programs of the "context—inquiry" teaching model. Then, it introduces the important questions of the "context—inquiry" teaching model with practical teaching examples. And it especially introduces the way of creating contexts.In the last two parts, it points the advantages and inadequacy of the "context—inquiry" teaching model and gives the advice of using it suitably.