A Practical Research On The Teaching Mode Of "Suspicious Inquiry,Exhibition And Evaluation" In Biology Experiment Teaching In Senior High School

Biology experiment teaching is an essential part of biology discipline.Effective implementation of biology experiment classes can stimulate students’ individual initiative in learning,cultivate students’ scientific inquiry ability,and form a rigorous scientific attitude.According to the requirements of the new curriculum standard of biology,this study tries to apply the teaching mode of "suspicious inquiry,exhibition and assessment" to the biology experimental teaching in high school.According to different experimental contents,the teaching stage suitable for the mode of "suspicious inquiry,exhibition and assessment" is selected for teaching.This mode is a relatively flexible teaching method,which can be changed according to the needs of teaching content.In order to improve students’ ability of scientific inquiry,this paper aims to innovate the teaching mode of biology experiment teaching.This topic mainly adopts literature research method,investigation method,experiment method and data research method.Literature review and sort out the background,connotation and research status at home and abroad of the teaching mode of "Inquisitive inquiry,exhibition and evaluation".Select the contents of high school biology experiments and design three different types of biology experiment teaching cases with the teaching mode of "inquisitive inquiry,exhibition and evaluation".At the same time,two classes with no significant difference were selected as the experimental group and the control group.The practical effect of the teaching mode of "suspicious inquiry and evaluation" in biological experiment teaching was evaluated through the changes of students’ self-learning ability,language expression ability and experimental operation ability,as well as the changes of students’ scientific inquiry ability in inquiry-based experiment,confirmatory experiment and overall design experiment.And the learning outcomes of students in the experimental learning process.The research results show that:(1)The investigation on the current learning situation of high school students in biology experiment class shows that most students are very interested in biology experiment class,but their attitude towards experiment is not serious enough and their performance in class is not active enough;Through the initial evaluation and analysis of students’ independent learning ability,experimental operation ability and language expression ability through the scale of scientific inquiry ability,it is concluded that students lack independent learning ability,are too dependent on teachers,lack of systematic experimental operation and chaotic experimental language expression.Teachers should pay attention to the cultivation of students’ autonomous learning ability,experimental operation ability and language expression ability in the process of experimental teaching.(2)In terms of the effect of implementing the teaching mode of "inquisitive inquiry,exhibition and evaluation" in biology experiment class on improving students’ autonomous learning ability,experimental operation ability and language expression ability,through a semester of practical research,the post-test analysis of the experimental class and the control class shows that the students in the experimental class have better autonomous learning ability,experimental operation ability and language expression ability than the control class;(1)In terms of autonomous learning ability,it is concluded that the experimental class has been greatly improved through comprehensive evaluation of teachers’ classroom performance,students’ autonomous learning performance and overall classroom performance.(2)In terms of experimental operation ability,the feasibility of the experimental scheme,the scientificity of the experimental scheme and the quality of the expression of the experimental scheme have been improved;(3)In terms of language expression ability,the four dimensions of orderly expression,concise generalization,smooth logic and the use of professional terms of the experimental class have been significantly improved.(3)In terms of the change of students’ scientific inquiry ability in inquiry-based experiment,confirmatory experiment and designed experiment,after a semester of teaching practice research,process evaluation was adopted to collect data from two classes,indicating that the overall experimental scientific inquiry ability has been significantly improved during the implementation of the teaching model of "suspicious inquiry,exhibition and evaluation";(1)In the dimension of exploratory experiment,the experimental class has been significantly improved in the three dimensions of scientific inquiry: raising questions and hypotheses,conducting experimental operations and collecting data,and displaying and communicating experiments.(2)In the dimension of verifiable and designed experimental SI ability,the experimental class has been significantly improved in five dimensions of SI,namely,the mastery of principle,the use of experimental equipment,the process of experimental operation,the analysis of experimental results,and the completion of the experiment.The following problems exist in the implementation of the teaching model of "Inquisitive inquiry,exhibition and review" :(1)It is difficult to establish the initial framework of the teaching model;(2)The teaching time is difficult to grasp;(3)Students have difficulty in self-discipline in presentation and discussion.To solve these problems,the author puts forward corresponding suggestions:(1)Sorting out the types of experimental activities in teaching materials and determining the implementation links of the model;(2)Improve their teaching skills and accurately grasp the experiment content;(3)Skillfully using the "inquisitive inquiry,exhibition and review" mode to accurately control class time;(4)Combining the teaching model of "questioning,exploring,demonstrating and evaluating" with the traditional teaching model.