Practical Research On POE Teaching Strategies To Cultivate The Scientific Inquiry Ability Of Senior High School Students

The "General High School Biology Curriculum Standards(2017 Edition)" promulgated by China puts forward the core literacy of high school biology subjects."Scientific inquiry" is one of the core qualities of biology and its status is extremely important.In 1992,Gunstone and White proposed to "predict" before activities based on the DOE model to form a POE(Prediction-Observation-Explanation)teaching strategy.POE teaching strategies include "prediction","observation" and "interpretation".And the application of POE teaching strategy in the field of biology teaching can help students learn knowledge and improve their ability of scientific inquiry.Therefore,this study attempts to apply POE teaching strategies in high school biology classrooms to enhance high school students’ biological science inquiry ability and explore its specific impact.First of all,using the literature research method,through reading and sorting out a large number of literature,the framework of this research was sorted out,and the research ideas and methods were determined.Define relevant concepts such as POE teaching strategies and scientific inquiry capabilities,and further clarify the research direction and theoretical basis of research.Secondly,through the questionnaire survey method,we learned the development level of students ’scientific inquiry ability from the perspective of students,and learned the status of the cultivation of students’ scientific inquiry ability and their views on POE teaching strategies from the perspective of teachers.The survey results show that students’ scientific inquiry skills are at an average level;Teachers attach great importance to the cultivation of students’ scientific inquiry ability,and consciously cultivate students’ scientific inquiry ability,but teachers in the surveyed internship schools rarely use POE teaching strategies.According to the POE teaching strategy and the current situation of students’ scientific inquiry ability,the teaching design process based on the POE teaching strategy is designed suitable for cultivating students’ scientific inquiry ability.First,create real situations,teaching content derived from life,arouse students’ desire to explore.Second,encourage students to make bold predictions and write down the basis for predictions.Third,demonstrate the experiment,and the students observe the record.Fourth,communicate between students and teachers and students to explain the reasons.Fifth,timely evaluation and feedback.Secondly,the design principles of the three links of POE teaching strategy are summarized,and on this basis,the content suitable for POE teaching strategy in the compulsory high school biology textbook of the People’s Teaching Edition is sorted out,and the teaching design is carried out with "exploring the water absorption and loss of plant cells","exploring the way yeast respiration mode" and "exploring the influence of environmental factors on the intensity of photosynthesis" as examples.Finally,the action research method was adopted to select two classes with the same teachers,similar male and female ratio and similar questionnaire survey and test results in a middle school in H City,including Class 4 as the experimental class and Class 6 as the control class.The experimental class adopts the teaching method of POE teaching strategy.Control the class for regular teaching.After teaching practice,the teaching effect is tested from three aspects: questionnaire,scientific inquiry ability test question and academic level test paper,and the level change of the scientific inquiry ability is analyzed,so as to understand the influence of POE teaching strategy on students’ scientific inquiry ability.The practical research results show that it is feasible to apply POE teaching strategy to high school biology classroom teaching,which not only improves students’ scientific inquiry ability,but also improves students’ academic performance.