Research On The Practice Of High School Biology Experiment Teaching Based On Scientific Inquiry Literacy

The 2017 version of the curriculum standard establishes the basic concept of subject literacy as the core,and determines life concepts,rational thinking,scientific inquiry and social responsibility as the core literacy of biology.To implement the curriculum objectives,we must pay close attention to the achievement of students’ core literacy,and experimental teaching is an important support for the development of students’ scientific inquiry literacy.This paper takes high school biology experiment teaching as the starting point,explores effective ways to improve students’ scientific inquiry quality in experimental teaching and its effective evaluation system,in order to provide reference for further promoting the effective implementing of scientific inquiry literacy.This paper uses the literature research method to analyze the current situation of biological experiment teaching in high school and the current problems.On this basis,the questionnaire was used to investigate the actual development of 55 high school biology experiment teaching inside and outside the province.The results show that the biggest problem facing of the current biological experiment teaching is that the teaching time is seriously insufficient.Some high schools still face hardware problems such as no laboratory,experimental equipment backward or insufficient.On the whole,it shows the status that “small areas cannot be carried out,most areas can be carried out,but the number of times is small and the teaching effect is poor.”In order to evaluate the level of scientific inquiry literacy more effectively,this paper uses the basic element analysis(PTA)as the theoretical basis to divide the scientific inquiry literacy into eight first-level components: “discovering phenomena”,“probating questions”,“making assumptions”,“designing experiments”,“implementing experiments”,“collecting data”,“analysing results and drawing conclusions”,“expression,communication and reflection”,and then each primary component is parsed into secondary components.Based on the relevant requirements and the 2017 edition of the "General Senior High School Biology Curriculum Standards",the evaluation rules and work orders for scientific inquiry literacy were formulated,which provided evaluation basis for follow-up research.On the basis of the above research,this research selected the student groups with close achievements as the practice objects,and divided them into the control group without experimental teaching and the experimental group that has been experimentally teaching.Using the work order as the evaluation method,the scientific inquiry quality of the two groups of students was evaluated.The results show that the students in the experimental group have obvious positive differences in the three factors of “collecting data”,“analysing results and drawing conclusions”,“expressing communication and reflecting”,“producing phenomena”,“pronouncing problems” and “making hypotheses”.There were no significant differences in the four elements of the “design experiment”.The data analysis shows that the experimental teaching has a greater impact on the students’ “implementation experiments”,“collecting data”,“analysing results and drawing conclusions”,“expressing communication and reflecting”,and less impact on other elements.In order to ensure fair teaching in the control group,after the practice was completed,the control group also conducted experimental teaching.The two groups of students only made adjustments in the order of experimental teaching.In view of the above research results,this paper puts forward some suggestions for high school biology experiment teaching:(1)Teachers should continue to deepen and implement the promotion role in the four elements of “implementation experiment”,“collecting data”,“analysing results and drawing conclusions”,and “expressing communication and reflection” when conducting biological experiment teaching.(2)Teachers should adopt appropriate teaching methods and means to optimize and improve experimental teaching design,improve experimental teaching effects,and develop other elements of students’ scientific inquiry literacy as much as possible.(3)Teachers should also make full use of other teaching contents in the teaching materials to cultivate and develop students’ scientific inquiry literacy,such as the history of biological sciences,classical experiments of scientists,and experimental questions.