An Analysis And Research On The Exploratory Activities Of Biologically Compulsory Textbooks For Senior High School Students

As early as the turn of the century,China’s Ministry of Education officially launched the eighth basic education curriculum reform.With the advance of the reform tide,in 2003, the Ministry of Education promulgated the "standard high school biology curriculum standards",this standard clearly pointed out that "for all the students, improve the biological science literacy,advocate the inquiry learning, pay attention to the connection with the real life" the basic idea.More attention to the development of inquiry based learning to change the way students learn, so that more comprehensive development.The promulgation of the standard of biology curriculum in senior high school has put forward new requirements and challenges to the preparation of high school biology textbooks.In 2004, the people’s Education Press published the "biological", becoming the main teaching material of Shandong province high school.Under the guidance of the spirit of the new curriculum standard, inquiry activity is not only an important component of the new textbook, the students are learning new knowledge is the main way, the analysis and Research on new materials exploration is particularly important.This study used literature method, teaching material analysis method, investigation method,in the depth of excavation People Education Edition compulsory high school biology textbook in the inquiry activities based on, combining education and teaching theory, analysis the current biology classroom inquiry activity development present situation, and the inquiry activity teaching and learning strategy has carried on the preliminary exploration, in order to explore activities in high school biology classroom effectively carry out, the students get all-round development.The main body of this paper is composed of five parts:The first part summarizes the current research situation of domestic textbook analysis, and gives its own research methods and research ideas, and expounds the significance of this research.The second part states the theoretical basis of this paper. On the basis of analyzing the literature, the definition of inquiry activity and inquiry learning is defined, and the theoretical basis of inquiry teaching is explained from the angle of pedagogy and psychology.The third part to teach version compulsory high school biology textbook research activities in the number, type, distribution, characteristics, design principles, implementation conditions and feasibility has carried on the thorough analysis, investigates the characteristics of new materials research activities and to find its advantages and disadvantages.It is found that the setting of the inquiry activity in the teaching material puts forward the problem of this link, thecultivation of students’ logical thinking ability and the connection with the social life.The fourth part is of Jining City, Shandong Province, some of the high school biology inquiry activities carried out the survey, and the survey results are statistics and analysis, clear the current high school biology inquiry activity development present situation, obtained the first-hand information and data.Survey results show that: there are still part of the teachers teaching concept, backward teaching method; school facilities and teaching time limits the research activities carried out; teachers to explore the activities of the organization and guidance ability needs to be improved; teachers on students’ inquiry learning evaluation there is a lack of scientific, instant and diversity of the problem.The fifth part is about the current situation of high school biology inquiry activities, and gives some suggestions on the revision of teaching materials, teachers’ teaching and students’ learning.The revision of textbooks can be added appropriately guided inquiry data, and unified arrangement to form a "database", students’ self access; large inquiry activity is decomposed into smaller inquiry activities, also will be a small exploring merger activity into large inquiry activities.Teachers should be on the basis of continuous learning and teaching theory, fully understand the inquiry activities, encourage students to conduct independent research, and give students a scientific and effective evaluation.Students in inquiry learning, to lotic brave, not afraid of difficulties, both to analyze the phenomenon from the perspective of their own to meet the, more to be inconsistent with the views of their research, and constantly improve their own biological science literacy.