Research On Instructional Design Of Inquiry-based Learning Contents For Biology In High School

Based on the nature of the discipline,biology curriculum standards for general high schools(2017 edition)condenses Key Competencies of discipline of biology,the new curriculum standard requires to strengthen the cultivation of essential character,key ability and correct values by studying biology in high school.Organizing active learning characterized by inquiry is the key to implement Key Competencies of biology,what had written in the the "suggested teaching methods" part of the new curriculum standard.Therefore,organizational inquiry learning and training ability are especially important in the biology teaching of high school.According to biology curriculum standards for general high schools(2017 edition),this paper is guided by relevant learning theories,and uses research methods such as Data Studies,Classroom Observation,Case Analysis Method to study based on Key Competencies inquiry-based instructional design in high school biology.This paper analyzes the problems in the current inquiry-based teaching by studying the relevant literature and case,and classifies and combs the inquiry-based learning content in "Molecule and Cell" and "Genetics and Evolution" biology required module of senior high school,and divides inquiry-based learning content into five types according to nature and characteristics: data-based,scientific history-based,experimental,investigative,and model-building.This paper takes the typical inquiry-based teaching content as an example to research instructional design based on Key Competencies,focusing on the five aspects of learning content,learning goals,situation creation,learning activities and learning evaluation of instructional design,finally,the implementation strategy and related suggestions for instructional design of inquiry-based learning content based on Key Competencies of biology are put forward.The research conclusions of this paper are comprehensive,operable and flexible,and can be used as a reference for the implementation of instructional designbased on Key Competencies.Through research,we can find that the five types of inquiry-based learning content have the following common characteristics: teaching is not limited to the classroom,and is oriented by scientific inquiry and scientific thinking,all of which contain at least one question of inquiry value,involving scientific inquiry One or more links are driven by scientific inquiry through questions,which can greatly stimulate students' interest in learning biology,so as to solve problems in practice,highlight the dominant position of students and the dominant position of teachers,and allow students to experience knowledge The formation process.Inquiry learning content is presented in various forms such as pictures,text and tables.Inquiry-based learning content is widely distributed in high school biology compulsory modules and has an important position.For example,data-based content is distributed in each section.Experimental and scientific history types appear in almost every chapter of compulsory modules The new curriculum emphasizes the concept of practice.Through the case analysis,I learned that the common problems in the instructional design of inquiry-based learning content are: learning objectives are not standardized and do not reflect the four dimensions of core literacy;the creation of problem situations lacks effectiveness and pertinence,and cannot effectively stimulate students 'inquiry Passion and so on.The teaching design of inquiry learning content based on core literacy can be carried out according to the following process: forming teaching design ideas,establishing learning goals,designing learning activities and learning evaluation.This article proposes the following four strategies for the implementation of instructional learning content based on the core literacy of biology for the reference of first-line teachers: the teaching goals based on core literacy,highlighting the subject literacy;choose a variety of teaching organization forms,emphasizing the teaching of scientific essence;Choose teaching methods and follow the core literacy training laws;pay attention to students' needs and pay attention to comprehensive ability training.This thesis consists of five parts:The first chapter is the introduction,what mainly introduces the background,status,issues and significance,main research contents of this paper and research methods.The second chapter includes the definition of the concept and the theoretical basis.This paper first defines inquiry-based learning content and instructional designand explain the connotation of Key Competencies of the subject,then it elaborates Dewey's pragmatic teaching theory,constructivist learning,and system theory,what provides theoretical basis for subsequent instructional design based on Key Competencies of inquiry-based learning content.The third chapter summarizes the inquiry-based content in biology required module of senior high school.This paper summarizes five types of the inquiry-based content in textbooks.It details the characteristics and presentation methods of these five types of the inquiry-based content from the aspects of structure and content,and classifies and combs by chapter the inquiry-based learning content in biology required module of senior high school in the form of a list.The content of chapter 4 is the instructional design exploration of inquiry-based learning content based on Key Competencies.It elaborates the general process of instructional design of inquiry-based learning content based on Key Competencies.It selects two typical inquiry-based learning content from the in biology required module of senior high school and implements instructional design based on Key Competencie of disciplines biology.It elaborates the principles of establishing learning goals,the requirements for the design of learning activities,and evaluation of learning,and proposes implementation strategy from aspects of teaching goals,form of teaching organization,teaching methods,and cultivation of interdisciplinary comprehensive ability for instructional design based on Key Competencies of inquiry-based learning content.Chapter 5 includes research conclusions and prospects.It narrates the conclusions of the study and briefly summarizes the innovations and deficiencies of this study,and proposes areas for improvement and worthy research directions.