Practical Research On AP Biology Course In Experimental Teaching Of Senior High School

The Biology Curriculum Standards for General Senior High School（2017 edition,2020 Revision）require that student scientific inquiry ability be valued in the teaching of biological experiments,and more attention be paid to teaching biological experiments.Advanced Placement Program is referred to as AP course,AP Biology curriculum framework consists of curriculum content and scientific practice.Scientific practice is the core of biological research.The ultimate purpose of scientific practice is to cultivate students’ scientific practice skills and improve students’ scientific inquiry ability.In this study,the experimental content of AP Biology is integrated into the biology experimental teaching in senior high school.It is designed as AP Biology experiment to explore the role of AP Biology experimental teaching in cultivating students’ scientific inquiry ability and improving students’ achievements in biology.Through the retrieval and analysis of literature,this study preliminarily grasped the current situation of theoretical research and practical research on AP biology.From the theoretical level,this study analyzes the feasibility of integrating AP biology with biology experimental teaching in senior high school to promote the cultivation of students’ scientific inquiry ability,and defines the key concepts in the research.A questionnaire survey was conducted among 254 students in Grade One of a high school in Yangzhou,and 232 valid questionnaires were collected.The reliability and validity of the questionnaire survey results are analyzed,and the results are credible and effective.The survey results show that:（1）Although students show a strong interest in exploring experimental phenomena,it is difficult to put forward questions worth exploring in connection with the reality of life;（2）The vast majority of students conduct experiments according to the ready-made experimental procedures,and more than half of them can make innovative suggestions,but only a few students are willing to try to design and implement some innovative experimental schemes;（3）In conventional experimental teaching,students’scientific thinking methods such as induction,classification,analogy and generalization have not been effectively trained;（4）Most students have good cooperation and communication skills,but only a few students can lead the group to complete the inquiry activities in group cooperation,and can report the results of group inquiry in professional scientific terms.On the basis of investigating the current situation of students’ scientific inquiry ability,this study compares the experimental teaching contents of AP biology and senior high school biology course,and finds that there is a strong connection between them,which provides a theoretical basis for the integration of AP biology and senior high school biology experiment.In this paper,two experimental teaching designs of "Factors Affecting Enzyme Activity" and"Exploring the Types and Distribution of Pigments in Different Colors of Leaves" are taken as examples to illustrate the specific process of AP Biology experimental teaching.Two classes with the same level of scientific inquiry ability in the first grade of a senior high school in Yangzhou are selected as the research object.One class carries out AP biology experimental teaching practice as the experimental class,and the other class takes the original conventional experimental teaching as the control class,and carried out experimental teaching practice for three months.The level of scientific inquiry ability of the experimental class and the control class was tested mainly through the pre-and post-test papers,supplemented by classroom observation of all dimensions of students’ scientific inquiry ability in the experimental class,and interviews were conducted with students in the experimental class after practical teaching.The results show that:（1）Before the experimental teaching of AP biology,there was no significant difference in scientific inquiry ability between the two classes;（2）The AP biology experimental teaching is helpful to improve students’ academic performance;（3）Compared with the conventional experimental teaching,the AP biology experimental teaching is more conducive to cultivating students’ scientific inquiry ability;（4）The post-test results also show that the development of students’ scientific inquiry ability in experimental teaching is not balanced,and the AP biology experiment needs to be further improved.