A Practical Study Of Inquiry-based Teaching In High School Biology Molecules And Cells

Under the implementation of the new curriculum reform,“ inquirybased teaching ” and “Core Literacy of Biology” have become the current trend of educational development.The school focuses on nurturing students’ ability to cooperate,innovate,scientifically inquire and learn independently.Inquiry-based teaching is a turning point in breaking through traditional teaching methods and implementing classroom transformation,and it is also a hub for improving students’ core literacy.Therefore,it is necessary and urgent to implement inquiry-based teaching in the classroom.The By searching for relevant literature,this paper defines the concepts of “ inquiry-based teaching ” and “ biological core literacy ”,and deeply understands the characteristics and application methods of the inquiry-based teaching model,and sorts out the relevant research status at home and abroad.At the same time,taking the “ Molecules and Cells ”experiment of the human-taught version of high school biology compulsory course as an example,through the study of the course standard and the analysis of the learning situation,the content of the textbook is integrated,the inquiry-based teaching strategy is optimized,and on this basis,three teaching cases of observation,verification and inquiry are designed.Based on the experience of previous generations,a questionnaire on “ high school students’ ability to solve biological experimental problems ” was compiled in four dimensions: “ independent thinking,cooperative discussion,implementation plan,and evaluation and reflection ”.Using research methods such as questionnaire surveys,practical research,and statistical analysis,we conduct practical research on the inquiry-based teaching model to cultivate students’ core literacy in high school biology teaching.The results of the study are as follows:（1）The implementation of inquiry-based teaching can improve students’ ability to solve biological problems.（2）The three dimensions of “ cooperative discussion,implementation plan,evaluation and reflection” have significant improvement effects,among which the difference between“ implementation plan " is very significant,and although the " independent thinking ” dimension has improved,the difference is not significant.It shows that the implementation of inquiry-based teaching can improve students’ ability to explore science.（3）The average score of the experimental module and the total score in the final examination score of the experimental class is higher than that of the control class and the difference is significant.That is,the implementation of inquiry-based teaching can improve students’ academic performance.This study is realistic and the findings are of real significance.In the future teaching,practical research will be carried out by relying on more teaching content,and its model framework will be continuously improved to provide more valuable information for educators.