| The General High School Biology Curriculum Standards（2017Edition 2020 Revision）（hereinafter referred to as the 2017 Edition Curriculum Standards）further clarifies the positioning of general high school education and emphasizes the importance of core literacy in biology disciplines.The core literacy of the discipline is the concentrated embodiment of the value of the discipline education,and is the correct value concept,the necessary character and the key ability that students gradually form through the study of the discipline.The core literacy of biology includes four dimensions: life concept,scientific thinking,scientific inquiry and social responsibility.The cultivation of "scientific inquiry" literacy in the core literacy of biology disciplines will also become one of the main orientations in biology teaching."Scientific inquiry" literacy emphasizes that in addition to being able to solve problems in textbooks,students can also discover biological problems in real life and ask questions on their own.And use the biological knowledge learned in the textbook to solve problems and guide students to live a healthy life.In this study,the literature research method,questionnaire method,case analysis method and educational experiment method were used.The inherent requirements of scientific inquiry literacy and the biology high examination papers in the past three years have been deeply studied: 1.The practical significance of scientific inquiry literacy has been clarified,and the cultivation of scientific inquiry literacy is not limited to experimental teaching,but also includes the cultivation of students’ hands-on operation ability and problem-solving ability;2.The biology high examination papers of the past three years have been analyzed to understand the latest embodiment of "scientific inquiry" literacy.Clarify the content of the chapter on case teaching,so that the research and analysis based on the current situation can be carried out in the later stage,and the corresponding teaching can be carried out.The research process is as follows: In sophomore year of a middle school in The City of H,two classes with similar final examination scores and similar numbers were selected as the objects of teaching practice,and two questionnaires were distributed on the students’ "Scientific Inquiry Literacy Scale" and "Learning Motivation Strategy Scale（MSLQ Scale）",and the degree of students’ scientific inquiry literacy cultivation and learning motivation were preliminarily examined and analyzed as the preexploratory testing.The pre-exploratory testing showed that there was no significant difference in the grades of the two classes（p=0.788>0.05）,no significant difference in scientific inquiry literacy（p=0.880>0.05）,and no significant difference in the three dimensions of learning motivation.After full communication with the front-line biology teachers,the retracted questionnaires were analyzed,and the teaching design was made for the purpose of cultivating students’ "scientific inquiry" literacy according to the problems that appeared,and the teaching implementation was carried out in the 419 class of the experimental class,and the regular teaching was mainly in the 417 class of the control class.After the completion of the teaching,the questionnaire survey and the performance test were used as the posttest,the results were as follows: there was a significant difference in the grades of the two classes（p=0.046<0.05）,there was a significant difference in scientific inquiry literacy（p=0.035<0.05）,and there were significant differences in the three dimensions of learning motivation（intrinsic value,use of cognitive strategies,and self-regulation）.Studies have shown that teaching design aimed at cultivating students’ "scientific inquiry" literacy is conducive to the cultivation of students’ scientific inquiry literacy;it is conducive to the improvement of students’ academic performance;and it is conducive to improving students’ motivation for learning biology.In the process of biology teaching,it is necessary for teachers to consciously integrate the cultivation of scientific inquiry literacy in the classroom.Finally,reference suggestions are put forward for teachers’ teaching,and teachers should fully realize the importance of scientific inquiry literacy cultivation,guide students to think independently,and actively participate in the classroom.In the teaching process,it is necessary to use diversified teaching strategies to enrich the content of the classroom and attract students’ attention. |
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