| With the advancement of the new curriculum reform and the college entrance examination reform,the traditional teaching mode can no longer meet the requirements for cultivating students’ scientific inquiry ability in the new curriculum reform to a certain extent.In order to change this situation,researchers strive to find teaching models that can meet the curriculum objectives and comply with the college entrance examination evaluation system to improve students’ biological science exploration ability.The Argument-Driven Inquiry Instructional Model enables students to learn the basic ideas and methods of scientific inquiry in the classroom,which is consistent with the process of cultivating scientific inquiry ability.Therefore,we want to apply the The Argument-Driven Inquiry Instructional Model to the high school biology classroom in the local area and explore whether the teaching model can promote the development of students’ biological science inquiry ability.This study uses literature research to determine the research topic and content of this topic,as well as the research methods and routes.The experimental mode of this study is two sets of pre and post test design modes.The experimental class adopts the The Argument-Driven Inquiry Instructional Model for some courses,while the control class adopts the general exploratory teaching method.The comparison of data results shows the impact of the The Argument-Driven Inquiry Instructional Model on students’ biological science exploration ability.Use interviews to investigate teachers’ understanding and evaluation of the The Argument-Driven Inquiry Instructional Model.In the practical process,the innovative combination of model construction and argumentation process in teaching design has broadened the application scope of The Argument-Driven Inquiry Instructional Model in high school biology teaching in China,and is more suitable for the local teaching situation.In the horizontal comparison of the pre test data,it was found that the level of scientific inquiry ability of students in the two classes was basically the same.In the vertical comparison of the pre test and post test,the level of scientific inquiry ability of students in both classes was improved.In the horizontal comparison of the post test data,it was found that the level of scientific inquiry ability in the experimental class was higher than that in the control class.The The Argument-Driven Inquiry Instructional Model simulates the exploration process of scientists in the process,allowing students to think deeply and truly participate in the exploration process,which is beneficial to the development of students’ scientific exploration ability to a certain extent.The results of this study indicate that both general inquiry based teaching and The Argument-Driven Inquiry Instructional Model can improve students’ biological science inquiry ability to a certain extent,but the promoting effect of the The Argument-Driven Inquiry Instructional Model is more significant. |
