A Survey On The Current Situation Of Students’ Scientific Inquiry Literacy Cultivation In High School Biology Teaching

Cultivating students’ core literacy has become the direction of reform in the field of education in China.The main channel of core literacy implementation is subject teaching,but the focus of core literacy cultivation for students varies from subject to subject.The General High School Biology Curriculum Standards(2017 Edition Revised2020)condenses four core literacies of biology and scientific inquiry is one of the constituent elements.In this context,front-line teachers should follow the pace of educational reform and implement the cultivation of students’ scientific inquiry literacy in biology into their teaching practice in order to promote the formation of students’ core literacy.Therefore,we interpret the concept and connotation of scientific inquiry literacy in biology in theory,investigate the current situation of cultivating scientific inquiry literacy in biology among high school students in practice,identify the main existing problems and propose corresponding cultivation strategies,and provide reference for front-line teachers to better cultivate students’ scientific inquiry literacy in biology.This study mainly adopts literature research method,test survey method and questionnaire survey method.Based on the study of relevant literature,the connotation of scientific inquiry literacy in biology,the current status of research and the theoretical basis were sorted out,and the components of scientific inquiry literacy were analyzed,they are divided into scientific inquiry ability,cognition of the nature of scientific inquiry and scientific inquiry affective quality.The author prepared student test papers and questionnaires and teacher questionnaires to investigate teachers and students in six secondary schools in Chongqing to understand the current situation of developing students’ scientific inquiry literacy in high school biology teaching.Through the analysis of the survey data,it was found that most of the current high school biology teachers have a certain understanding of the connotation of scientific inquiry literacy and can realize the importance of cultivating students’ scientific inquiry literacy;there are differences in scientific inquiry teaching among teachers of different school types and grades,teachers in the former secondary schools directly affiliated with the Municipal Education Commission were better than teachers in the Municipal key and Municipal general secondary schools in terms of their cognition of scientific inquiry literacy,the importance they attached to it,and the awareness of developing students’ scientific inquiry.In terms of students,high school students’ cognition of the nature of scientific inquiry is better;there is no significant difference in the level of cognition of the nature of scientific inquiry among students of different genders and grades,while there are significant differences among students of different levels of classes and schools,with students in key classes being significantly higher than those in parallel classes,students in former secondary schools directly affiliated with the Municipal Education Commission being significantly higher than those in Municipal key and Municipal general secondary schools,and students in Municipal key secondary schools being significantly higher than those in Municipal general secondary schools;most high school students have good attitudes and spirit of scientific inquiry.However,there are still some urgent problems that need to be solved in the process of cultivating scientific inquiry literacy among high school students in biology.First,teachers have little understanding of scientific inquiry literacy in biology,and their understanding of the connotation and specific content of scientific inquiry literacy is rather vague;second,teachers’ awareness of cultivation is weak,and most high school biology teachers rarely have the idea of consciously cultivating students’ scientific inquiry literacy in their teaching;third,teachers’ teaching methods are relatively single and cannot meet the needs of cultivating students’ scientific inquiry literacy;fourth,teachers’ teaching evaluation is closed,and the evaluation of students’ scientific inquiry literacy is mainly based on test scores;fifth,the overall level of scientific inquiry ability of high school students is average,and students in different grades and levels of classes and schools have uneven development in scientific inquiry ability level,with sophomores being significantly higher than students in senior classes,key classes being significantly higher than students in parallel classes,students in former secondary schools directly affiliated with the Municipal Education Commission are significantly higher than those in Municipal key and Municipal general secondary schools,and students in Municipal key secondary schools are significantly higher than those in Municipal general secondary schools,and no significant differences between male and female students;sixth,high school students’ interest in scientific inquiry is not high.In response to the above problems,the following six cultivation strategies are proposed at the teacher level by combining literature and relevant theories:(1)mastering theoretical knowledge and improving awareness;(2)updating teaching philosophy and enhancing awareness of scientific inquiry literacy cultivation;(3)adopting various teaching methods and focusing on the cultivation of students’ scientific inquiry ability and interest;(4)improving evaluation methods and establish the concept of evaluation with the goal of scientific inquiry literacy;(5)paying attention to experimental teaching and history of science teaching to permeate scientific inquiry literacy cultivation;(6)strengthening communication and cooperation and sharing high-quality teaching resources.