A Study On The Scientific Research Activities Of "Steady State And Environment" Module In Senior High School

Scientific inquiry not only applies to scientists ' research,but also can be applied to students' learning.Exploratory learning is a new learning way compared with previous learning methods.Exploratory activities are the first step of exploratory learning.Its good development is not only the requirement for students to improve the scientific quality,but also the need of the new curriculum.And the research on the module of "Steady State and Environment" is less more.Coupled with a large number of scientific research activities designed in the PEP textbook,it is necessary to study on it.In view of this situation,this paper will make a systematic study for scientific exploration activities and its practice in the module of "Steady State and Environment".The main purpose is to explore the real situation of scientific exploration activities in the high school biology classroom and put forward relevant proposals to correspond the problem.This research is based on educational theory of constructivism,cognitiveism,postmodernism and lifelong learning.The content analysis method is used to analyze the scientific exploration activities in the "steady state and environment" module.Observation and investigation method is used to give a questionnaire survey for the implementation of its practice.The results show that the exploration activities in this module are all existed in the curriculum.The nine types of exploration activities appear in a total of 46 times,the average number of activities in per section has reached 2.3 times,and the covered theme and content is extremely rich,such as "analysis of the pH stability mechanism","the construction of blood glucose regulation model" and "the change of yeast population",etc.In these explosion activities,76.1% belong to the exchange activities,focusing on the cooperation and discussion between students,and further developing students' ability to find and solve problems.From observation and investigation to real classroom practice,the explosive activities have been paid a certain attention.For example,most of the teachers will process the relevant explosive activities and guide students in a certain to explore it.However,there are still some shortcomings in the way of dealing with the explosion activities,such as in "inquiry",such a complex activity,teachers are mostly in the form of only explaining what the college entrance examination need,and taking exercises as a carrier,which ignored the cognitive level of students to explore the activities.Students learn just by listening and reciting.Through the above results,we can arrive at the following four conclusions: Firstly,the scientific explosion activities contained in this module are guided and demanded by the Curriculum.Secondly,these activities are rich in content,diverse in forms,and have a great effect on cultivating students' innovative spirit and practical ability.Thirdly,teachers agree to carry out biological science research activities on the "Steady State and Environment" module.Fourthly,there are some shortcomings in the teaching practice,which is due to the limited time,the limited teaching conditions and the influence of college entrance examination.At the end of this study,the suggestions are put forward for the problems presented in the study.The suggestions are mainly aimed at two aspects: the complementation of textbooks and the compilation of classroom' exploration activities.In textbooks,first,the contents of the exploration activities should be added more knowledge relevant to daily life and practice as much as possible.Second,the content of biology textbook can be appropriately cut or pulled into the elective textbook,according to their actual situation.Suggestions for teachers: first,teachers should make the best use of spare time to carry out exploration activities.Second,teachers should re-understand the college entrance examination,and change the examination-oriented concept.