| The Curriculum Standards of Biology for Compulsory Education issued in 2022 clearly proposes to cultivate students’ core literacy,and "inquiry practice" is one of its connotations,among which "inquiry" is an important way to learn biology and requires the cultivation of students’ scientific inquiry ability.Meanwhile,with the rapid development of information technology in recent years,biology teaching advocates the deep integration of information technology and teaching.The emergence of the epidemic requires the combination of online teaching and experimental inquiry.Virtual simulation experimental teaching has unique advantages and is an important direction to promote the modernization of education.Based on this,this study,based on the cultivation of junior high school students’ scientific inquiry ability,combined with the virtual simulation experiment platform,builds a teaching model supporting the development of scientific inquiry ability,carries out teaching design and applies it to practical teaching.This paper adopts the literature research method to analyze the research status of virtual simulation experiment teaching and scientific inquiry ability.The research finds that the current biology teaching in junior high school pays attention to the cultivation of scientific inquiry ability,but the research of virtual simulation experiment is not rich enough.By analyzing the current situation,environment,contents and requirements of biological experiments in experimental schools,as well as the functions and characteristics of NOBOOK virtual experiment platform,the feasibility of experimental teaching is determined and the foundation of empirical research is laid.Questionnaire survey and teacher-student interview are adopted to understand the cultivation status of scientific inquiry ability of junior middle school students in S Middle School in H City of A Province.It is found that students’ scientific inquiry ability is in the initial stage.After primary school science learning,students have a certain sense of inquiry and practical ability,but they do not know much about the whole link of scientific inquiry,lack practical experience,and have weak consciousness of reflection and evaluation.Therefore,the teaching model of virtual experiment-assisted teaching based on the inquiry teaching model and the principle of virtual experiment teaching design is designed,and the teaching cases of "the use of microscope" and "exploring the conditions of seed germination" are designed for teaching practice.After collecting data and analyzing statistical results,the following conclusions are drawn:(1)On the whole,both virtual experiment assisted biology teaching and traditional experiment teaching can improve the six sub-ability dimensions of students’ scientific inquiry ability,showing significant differences(P < 0.01),but the application of virtual experiment assisted biology teaching is better than the traditional experiment teaching in the implementation plan dimension and expression and communication dimension.(2)Students have a higher sense of self-efficacy after using virtual experiment to assist biology teaching,and have a more positive evaluation of their own scientific inquiry process;(3)Through classroom observation,it is found that students using biology virtual biology assisted teaching perform better in all teaching links than students in traditional experimental teaching;(4)The interview results show that the use of biology virtual simulation experiment to assist biology teaching can improve students’ interest in learning,open up a new way of learning,and provide a new model and inquiry direction for teachers’ practical teaching,which is a learning method worth promoting.To sum up,using biology virtual simulation experiment to assist biology teaching can effectively cultivate junior high school students’ scientific inquiry ability,further promote the implementation of the new curriculum concept of compulsory education and the achievement of core literacy goals. |
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