| The stratified inquiry teaching combines the stratified teaching method with the inquiry teaching organically.In the teaching,based on the common development of the students,according to the curriculum standards,the teaching objectives at different levels are determined from the actual situation of the students at different levels.Designing different levels of problems,driving students at different levels to participate in the inquiry process and giving individual counseling to different levels of students,organizing different levels of testing and evaluation,so that all types of students learn and gain in the inquiry teaching.Through the practice of stratified inquiry teaching method in high school biology teaching,enrich and develop the research content of high school biology teaching methods,expand the application of stratified inquiry teaching method in the field of biology teaching,and make students’ scientific inquiry ability All have been tangible.This study explores the practical effects of stratified inquiry teaching in high school biology teaching through literature review,research,experimental research and statistical analysis of data.Through the pre-test questionnaire survey,the students’ inquiry learning ability is diagnosed.According to the survey results,the students are implicitly divided into three levels: A(study eugenics),B(medium students)and C(study students).And grouping the principles of group balance;then formulating a layered inquiry teaching path,designing teaching cases;applying layered inquiry teaching to specific classroom teaching,conducting practice and implementing post-testing;finally analyzing and evaluating teaching effects,Judging whether the stratified inquiry teaching method can effectively promote the all-round development of students,so that students at different levels can be improved,enhance students’ sense of innovation and practice,and improve students’ scientific inquiry ability.By collecting data from the experimental and control classes and conducting comparative analysis,it is found that: 1 stratified inquiry teaching is conducive to improving classroom efficiency and improving students’ academic achievement and problem solving ability;2 is conducive to mobilizing students’ enthusiasm,changing learning attitude and enhancing Students’ self-confidence;3 is conducive to improving the relationship between teachers and students and students,promoting teacher-student exchanges and students’ communication,and enhancing students’ ability to cooperate andcommunicate.This shows that it is feasible to carry out stratified inquiry teaching in the high school stage. |
