| Inquiry Teaching in Biology refers to the teaching practice that helps students learn knowledge and develop themselves actively and inquiringly under the guidance of the teacher. The activity involving two subjects of the teacher and the student, it is the process of inquiring new knowledge by teacher's inquiring teaching and student's inquiring learning. But the Inquiry Teaching has many problems in recnt years however. The root reason is teacher's insufficient thinking and preparations for the inquiry teaching activity and management strategies for each phase of the activity. As a result, the effect of inquiry teaching is not obvious and thus students'inquiry learning abilities and creativities can't be fostered.This paper aims to strengthen the teaching of junior high school biology to explore the process of management strategy as a guide, in the junior high school biology curriculum standards, teaching materials and students on the basis of the analysis, the use of questionnaires, interviews, classroom observation and other methods on the part of junior high school teachers and Taicang City Students conduct a survey to understand the biological process of inquiry teaching classroom management status, and attribution analysis of the problems. Through attribution analysis for the problems of teaching practice with their own solution strategies focus on exploring the teaching process management (PDCA).At the same time, the selected experimental classes and control classes for empirical research. On whether different management strategies to strengthen the process of teaching, comparative experimental classes and control classes of students in academic achievement and interest in learning biology have two different effects. The results show that the process of inquiry teaching management to strengthen the teaching and learning on the academic performance of students interested in biology have a positive impact. |
