Practical Research On Improving Junior High School Students' Scientific Inquiry Ability Based On Argument Driven Inquiry Teaching Model

At present,the development of science education at home and abroad attaches great importance to scientific argumentation and scientific inquiry.The combination of the two forms the ADI(Argument Driven Inquiry)teaching model.This research uses ADI as the main research object to explore the application of this model in junior high school biology teaching to improve the scientific inquiry ability of junior high school students.Through literature analysis,it is found that there are few practical researches on the ADI teaching model,and they are mainly concentrated in the high school stage.This research attempts to apply the ADI teaching model to junior high school biology teaching to enhance students' scientific inquiry awareness and scientific inquiry ability.With reference to the PTA scale designed by Walford and Anderson,etc.,a test paper for testing the scientific inquiry ability of junior high school students was compiled and tested for its reliability and validity.Combined with the 2011 edition of compulsory education biology curriculum standards,the seventh grade of Beijing Normal University was sorted out.Under the guidance of constructivism theory and Piaget's cognitive development theory,the teaching content suitable for ADI teaching mode in biology textbooks,and then compile the teaching design corresponding to the teaching mode.After the initial construction of the teaching design and evaluation system,after interviewing the teachers of the junior high school biology teaching and research group of Tanghu Middle School and investigating the current status of the students' scientific inquiry ability,the teaching design was revised again based on the survey results;then,two different levels were selected.The teaching experiments of the classes are conducted using the ADI teaching model,using themselves as before and after comparison;finally,through the three methods of academic performance,test papers,and interviews,the changes in the students' scientific inquiry ability before and after the teaching experiment are tested.Using SPSS 20.0 software to carry out detailed analysis of the difference between the research results and the analysis of the scientific inquiry ability test paper,it was found that the average difference of the four levels of scientific inquiry ability in Class 1 and Class 3 in the pre-and post-test was 5.62,1.27,1.44,4.19 and 4.91,0.23,2.23,3.44,the differences are all positive,and the significant P values in asking questions and drawing conclusions are 0.025,0.037 and 0.023,0.045,both of which are less than 0.05,indicating that scientific inquiry after teaching There are significant differences in these two aspects of ability.Based on this,it is speculated that the ADI teaching model can promote students' scientific inquiry ability,and the better the students,the more significant the improvement.