The Experimental Study On Students' Ability Of Hypothesis In Biology Teaching In Grade One Of Junior School

"The ability of hypothesis"is the core link of scientific inquiry. For improving the teaching and learning of scientific inquiry, it's very important to understand how the students conduct their hypothesis, what factors affect the students' hypothesis and what the major difficulties the students have when conducting hypothesis. There are many resources in the teaching of biology as the themes of inquiry. Therefore, it is possible to cultivate students' ability of hypothesis in the teaching of biology inquiry. The entire teaching experiment comprises of three phases:"demonstration and learning","attempting and application"and"consolidation and improvement". During these phases, the teacher will cultivate the students' ability of hypothesis step by step. The teacher's effect of instructiveness will be gradually decreased. And the teachers don't play the leading role any longer. Meanwhile, the student's autonomy is emerged fully.In this research, we firstly aim at obtaining a general idea of students' ability of hypothesis at the present teaching status in junior school with the form of questionnaire. Then, we cultivated the ability of hypothesis by a survey on the model experimental design under two groups, namely the experimental class and the control class. SS who are 107 students of two classes in grade one of junior school is to take a three-month experimental study.The result of the questionnaires shows that: (1) few students of the experimental class can raise lots of hypotheses related to the problem in the pretest. But the number of the students who can raise lots of hypotheses related to the problem is greatly increased after experimental cultivating; (2) Most students of the experimental class can't explain the reasons of hypotheses in the pretest reasonably. But the number of the students who can raise the reasons of hypotheses is greatly increased after experimental cultivating; (3) Few students of the experimental class can raise hypotheses specifically for the problem circumstance in the pretest. But the number of the students who can raise hypotheses specifically for the problem circumstance is greatly increased after experimental cultivating; (4) There is no significant differences in gender and national differences of the experimental class between the pretest and the posttest; (5) The low and the medium group of the experimental class whose ability of hypothesis are better than that before the experimental cultivating, but the high group is the same as before(the students are divided into three groups according to the scores of the pretest); (6) After the teaching of experiment, there is no significant difference in the aspect of Biology scores between the experimental class and the control class. But Biology scores of the high and the medium group of the experimental class is improved notably(the students are divided into three groups according to the scores of the posttest).In order to cultivate students' ability of hypothesis, we make the following recommendations according to the experimental study. First, selecting suitable materials and creating problem situation in the class, the students are able to learn to use appropriate strategies to make reasonable scientific hypothesis in the problem situation gradually; Second, the teachers should make students have good learning habits and teach them learning strategies; Third, in the process of teaching, the teachers should create the atmosphere of equality, pay attention to the students' independences and encourage the students to raise the hypotheses and reasons; Forth, in the process of teaching, the teachers should try to give students enough time to thinking and so on.In a word, the teachers can effectively improve students' ability of hypothesis if they consciously teach students according to the model of experimental study.