| With the continuous development of science and technology,the society has higher and higher requirements for the comprehensive ability of talents.In 2022,the Ministry of Education officially issued a new version of the Biology Curriculum Standards for Compulsory Education,and the new curriculum standards for compulsory education proposed that attention should be paid to the cultivation of scientific thinking for junior high school students.This shows that the cultivation of scientific thinking ability is no longer just a goal at the high school level.Scientific thinking ability is the embodiment of a person’s learning ability and scientific attitude and innovative spirit,which is of great significance to the development of personal learning ability.The cultivation of scientific thinking ability for students in junior high school can lay a solid foundation for the development of scientific thinking ability in high school,effectively alleviate the leapfrog problem of scientific thinking ability after junior high school students enter high school,strengthen the connection between junior high school and high school,and promote the gradual development and improvement of students’ scientific thinking ability.Therefore,this study introduces the inquiry-based teaching model in the teaching of biology in junior high school in order to cultivate and improve students’ scientific thinking ability.This research mainly focuses on the teaching methods of cultivating students’ scientific thinking ability,and conducts this related practical research on whether the inquiry-based teaching mode can cultivate students’ scientific thinking ability and improve students’ ability to analyze and solve problems.Based on the new curriculum reform and the 2022 edition of the Biology Curriculum Standards for Compulsory Education,the significance of this research was elaborated from the practical level and the theoretical level.This study mainly understands the research status of inquiry-based teaching and scientific thinking at home and abroad through the reading of relevant literature,and expounds the innovation points of this research based on the current research status at home and abroad.This study mainly carried out relevant practical research in a junior high school in Changsha.Firstly,through questionnaire survey,the current situation of students’ inquiry learning and scientific thinking level in three different junior high schools was learned,and the results of the survey were used to provide reference for the subsequent teaching process and the preparation of scientific thinking test papers.The results of the questionnaire show that students’ scientific thinking level and the number and effect of inquiry learning need to be improved.According to the students’ survey results and relevant materials,the inquiry-based teaching process was designed,and two parallel classes of grade 7 were selected as the research objects,and for the content of the first chapter,the experimental class adopted the inquiry-based teaching mode,and the control class adopted the traditional teaching mode.For the content of the second chapter,the experimental class and the control class adopt the traditional teaching mode.The two sets of scientific thinking test papers were used to test the learning content of the two chapters respectively,and the impact of the two teaching modes on students’ scientific thinking ability was compared,so as to judge the impact of inquiry-based teaching on students’ scientific thinking level.The practical research results show that after inquiry-based teaching,students’ general scientific thinking level and analytical and problem-solving ability are improved.There are different degrees of changes in the levels of comparison and classification,deduction and induction,analysis and synthesis,especially in the dimension of analysis and synthesis.In summary,in the teaching of biology in junior high school,the use of inquiry-based teaching mode can improve students’ scientific thinking level and ability to use knowledge to solve problems.Teaching suggestions based on research:teachers should not be too formal to display inquiry teaching,should formulate different inquiry programs according to the actual situation,and should adopt... |
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