Practical Research On The Cultivation Of Junior Middle School Biology Science Inquiry Ability Based On STEAM Education Concept

In 2017,the Ministry of Education issued the Biology Curriculum Standards for Ordinary Senior High Schools（hereinafter referred to as the New Curriculum Standards）,which put forward new requirements for the cultivation of students,emphasizing the core literacy of students and developing their comprehensive abilities.There are some problems in biology teaching in junior middle school,such as time is tight and tasks are heavy,knowledge is important but ability is not,and development conditions are limited,which lead to students’ weak ability of scientific inquiry.STEAM education encourages students to take an active part in class to acquire knowledge and improve their abilities by participating in practical activities and communicating and cooperating with group members in real situations.STEAM education plays a positive role in cultivating students’ scientific inquiry ability.Firstly,this study adopts literature research method to sort out the development and basic characteristics of STEAM education,the basic connotation of scientific inquiry,relevant theoretical basis and practical research,and finds that STEAM education concept is consistent with the goal of improving scientific inquiry ability,in this direction,STEAM education concept is integrated into biology teaching design of junior middle school to improve students’ scientific inquiry ability;Secondly,questionnaire survey was used to investigate the scientific inquiry ability of junior middle school students,analyze the current situation of students’ scientific inquiry ability,interview teachers,and investigate the implementation status of biology classroom in cultivating students’ scientific inquiry ability.The investigation shows that the students are seriously lack of inquiry activities in biology class,lack of practical ability and interdisciplinary thinking ability,and weak scientific inquiry ability;Then,based on constructivism education thought,"learning by doing" education thought,Schwab’s "inquiry teaching" education thought and some existing studies,combined with STEAM education has the characteristics of situational,interdisciplinary,experience,design,art and collaboration,The teaching framework of junior middle school biological scientific inquiry ability cultivation under the guidance of STEAM education concept is designed;Finally,using action research method to teaching practice,to Sue version of junior high school grade eight part ii the zetetic experiment to design the impact of alcohol on the daphnia heart rate,were conducted three rounds of action research,teaching practice,each round of students’ learning behavior and process under the guidance of teachers to observe and think,found the problem,modify the deficiency of teaching design framework.After two revisions and three practices,the final teaching framework was obtained,and the effect of action research was analyzed by interviewing method.The conclusions of this study are as follows:In view of the phenomenon that students’ scientific inquiry ability is weak and their core biological literacy is not high in biology teaching in junior high school,the author designed a teaching framework for the cultivation of biological scientific inquiry in junior high school based on STEAM education concept.The main contents of this framework are as follows: In the analysis of the teaching content,it should be linked with the knowledge of other subjects and list the specific content of different aspects of STEAM,which is conducive to teachers’ preparation of relevant materials when teaching and students’ self-checking in the learning process;According to the situational characteristics of STEAM education,the designed teaching situation is vivid and real,in line with real life,which is more conducive to arouse students’ enthusiasm for finding and solving problems.Combined with STEAM educational experience characteristics,students can have more hands-on opportunities,such as sorting out materials,participating in experiments,making products,sharing achievements,etc;According to the specific teaching content,diversified teaching evaluation should be carried out,including students’ self-evaluation,students’ mutual evaluation and teachers’ evaluation.It should not only have summative evaluation,but also pay attention to students’ process evaluation.The three rounds of teaching practice show that integrating STEAM education concept into biology teaching can improve students’ scientific inquiry ability and enhance their biological core literacy.