| Inquiry-based learning aims to emphasize the autonomy, exploratory,feasibility ability of the students; Its distinctive feature is autonomous,problem solving, injurious, openness, procedural, and practical. Inquiry-basedlearning helps to train students for lifelong learning and innovative ability inorder to respond the challenges of the knowledge-based economy.Currently, the research regarding to inquiry-based learning in ourcountry still stays in the field of the nature, the theoretical basis and casestudy, the implementation of inquiry-based learning in schools are mainly onthe project level, which might be helpful to improve students’ ability, but it islack of persistency. If teachers can implant inquiry-based learning into regularteaching, combined it with own teaching practices, using the theory on ownteaching models, it will be effective to improve students’ scores and also havea profound effect on cultivation of students’ learning ability. As long asstudents master the method and thinking pattern of inquiry-based learning,they can obtained the problem-solving ability, can handle a variety of issuesoccurred in their study and work, and avoid the phenomenon of highscores-low ability.In this paper, the sophomores in regular classes of the fourth highschool in Chifeng city are used as the case; through teaching practice, thepaper explores the biology inquiry-based learning teaching model. Base onthe teaching study and practice, the key to achieve practical result is how touse effectively the open but limited class times. Constructing inquiry-basedlearning model is helpful to change teaching models. Teaching practiceproved, flexible application of learning teaching model not only can changestudents’ study ways, but also update teachers’ knowledge structure and traintheir own professional ability. The students who participated inquiry-based learning improved on their study interest, learning potential, and coursesscores. |
PDF Full Text Request