The Use Of Textbook Illustrations To Carry Out Practical Research On The Exploratory Teaching Of Junior High School Life Sciences

Along with the implement and development of the second stage of curriculum reform,inquiry teaching of bioscience which is continually advocated in junior high school has been proved to be effective under massive researches and practices,and widely used in teaching practice.In consideration of the character of bioscience,picture information is often required in teaching designing of bioscience inquiry teaching.Because of the transformation from “Teach teaching material” to “Teach by teaching material”,illustration is rarely used.Also teachers devote themselves into the collection and filtering of extracurricular picture information,which makes low scientific and preciseness of teaching designing.Additionally,because the teaching content and effect of inquiry teaching in junior high school are evaluated in hours,so students have not the information for review and extension except the teaching material,and bridging level between in-class and after-class is not high,which will do harm to students to master the knowledge and improve learning capability.As the build-in picture information in the teaching material,illustration of the bioscience teaching material in junior high school is large in quantity,multi-type and stronger scientific,more precise than external information,and has the potentiality of being redeveloped and applied to inquiry teaching of bioscience.Implementing inquiry teaching of bioscience with illustration,not only can increase the ratio of utilization and exploit illustration resources,but also can promote lesson preparation efficiency of inquiry teaching and promote the preciseness and scientific of inquiry teaching.Also,inquiry teaching based on the illustration will ensure the continuity of class hour,with which students can do the autonomous learning.For this purpose,researchers will try to apply illustration to carry on the practice research of inquiry teaching of bioscience in junior high school.Adopting literature study method,action research method,experiential Summary Method,case study method,observational method and so on,doing the research of the application of creating problem situation,group discussion and after-class autonomic learning guidance in inquiry teaching of bioscience in junior high school,exploring teaching strategy and evaluating the effects.The following conclusions was draw after researching: 1.Illustration of the bioscience teaching material in junior high school is large in quantity,precise,high preciseness and scientific,and can be used to be the teaching material of inquiry teaching of bioscience in junior high school.2.Tactically,Problem designing,modifying and replenish can be used according to the characteristic of the illustration,with the function of leading students’ thought and improve the exploring capability.3.Teaching design of inquiry teaching of bioscience,by using illustration,increases use ratio and attention.The close integration of illustration and inquiry teaching,which provides the material of inquiry studying,add the functions and effects of illustration during the practical teaching.4.The use of teaching materials illustrations for junior high school life science inquiry teaching design,to avoid the blindness of teachers to choose materials,improve the efficiency of teachers’ inquiry teaching lesson preparation,the selected picture rigor,scientific also improved5.Inquiry teaching based on the illustration will ensure the continuity of in-class and after-class,which helps students to do the autonomous learning and review the knowledge point at any time,also improve the learning systematization.6.It will helpful for students to increase the interest in bioscience,improve the capability of understanding picture,train the capability of autonomous inquiry and enhance the awareness of autonomous inquiry by using the illustration in inquiry teaching.