Research On The Development Of High School Students’ Biology Scientific Inquiry Literacy Based On Argument-Driven Inquiry Instructional Model

The "Curriculum Standards for High School Biology(2017 Edition,2020 Revision)" states that it is necessary to develop students’ scientific inquiry literacy in biology teaching.Based on this,various teaching models and strategies dedicated to developing students’ scientific inquiry literacy have entered the biology classroom.ADI instructional model combines scientific demonstration and scientific inquiry.It has advantages in developing students’ scientific inquiry literacy.This study applies the ADI instructional model to high school biology teaching,explores its effectiveness in developing high school students’ scientific inquiry literacy,deepens the theoretical research of this teaching model,and promotes its development in the field of biology teaching.First of all,combing the content of ADI instructional of People’s Education Press High School Biology Compulsory Course "Molecule and Cell".Subsequently,according to the actual situation of education and the characteristics of the development of students’ scientific inquiry literacy,the teaching process was constructed based on the ADI instructional model.Under the guidance of constructivist learning theory and cognitive learning theory,instructional design and instructional cases are formed according to the teaching process of ADI instructional mode.Secondly,the questionnaire and test paper to test the scientific inquiry literacy of senior high school students are prepared,and their reliability and validity are tested.The test paper are used to assist the questionnaire to explain the effect of ADI instructional model on students’ scientific inquiry literacy.After the preliminary completion of the instructional design and evaluation tools,the students in the two classes of the internship school were tested with the scientific inquiry literacy questionnaire before the practice,and the experimental class and the control class were determined according to the test results.ADI teaching was conducted in the experimental class,and routine teaching was conducted in the control class.The two classes formed a contrast.Finally,the changes of the scientific inquiry literacy of the students in the two classes before and after the teaching practice were tested by means of questionnaires,test questions.Finally,the SPSS 26.0 software is used to analyze the data of the questionnaire and Test paper and draw a conclusion.The ADI instructional model can develop students’ scientific inquiry literacy,that is,the students in the experimental class is stronger than that in the control class,which is embodied in the three dimensions of "the literacy of raising questions,the literacy of analyzing and demonstrating conclusions,and the literacy of cooperation and communication",and the effect is significant.The students in the experimental class have basically possessed the scientific inquiry literacy,and can basically reach Level 2,while the students in the control class have not fully possessed the scientific inquiry literacy,and the literacy level is between 1 and 2.That is,the experimental class is higher than the control class.Although the scientific inquiry literacy has been developed after one semester of practice,the overall literacy of the two classes is still at a low level,and teachers still need to Persistently in developing students’ scientific inquiry literacy in future work.