Study And Practice Of Inquiry-Based Learning In Senior One Biology Class Teaching

As educators, we had all pursued high efficiency in class. The teaching mode had evolved with the rapid development of computer science and on-line resource.Nowadays, all kinds of teaching mode had made teaching more flexible and colorful. In the meanwhile, although the students were facing the stress of College Entrance Examination(CEE), the traditional teaching mode had remained the same in the era of the advanced hardware. This learning style was effective but not so appealing to the student. By researching literature, inquiry-based learning mode that could be applied to current biology classes was discovered. I had make use of my opportunity as an student teacher to implement this teaching mode and made my graduation thesis. Inquiry-based learning mode meant that the teacher and the students adopted inquiring learning method in biology class together to reach certain objectives like a scientist. In this scenario, teacher did not tell the correct answers to the student directly. On the other hand, a context was raised by the teacher to encourage students to do researching and think actively in order to cultivate their ability to discover problems and solve them.This dissertation was divided into 4 parts. Basic theory and developing history was stated in part one. The meaning and relationship between inquiry-based learning and cooperative learning were summed up in research summary. In theoretical part, foreign study in this area was summarized. The progress and existing-problems were listed. Also, the meaning and purpose of this study were elaborated on in this part.As for second part, some basic rules of this study were introduced. The subject of this study were two grade-one parallel classes of JiangSu HanJiang High School. Inquiry-based learning was applied in class four, while traditional teaching mode was used in class seven. Main methodology used in experimental class included literature research,questionnaire survey, and control.The center of this dissertation was the third part, including feasibility analysis in grade one biology teaching, choice of content, students and the hardware of teaching mode. The content construction and basic principle of inquiry-based learning were emphasized in this part. At the end of this part, learning experience and case study was analyzed. After 2-year theoretical learning and 3-month internship, two kinds of teaching mode were built during this period, which were issue-connection and experiment-guidance.The fourth part was mainly about the result and the reflection of the subject. Detailed analysis of the result was briefly analyzed as well as some flaws about this experiment during its implementation.The results showed that it was feasible to conduct the inquiry learning in grade one in senior high school, and it improved the efficiency of the teaching, it changed students’ state in biology classroom significantly.