Application Study Of "Situation Inquiry-construction Schema" Teaching Mode Of High School Biology

The "Situation Inquiry-Construction Schema" is a teaching mode proposed by the Education and Research Office of Inner Mongolia Autonomous Region under the background of the new curriculum reform,based on the basic concept of the new curriculum standard to improve the teaching methods of teachers and the learning methods of students in Mongolian middle schools.Based on a large number of references,teacher interviews and student questionnaires were used to find out the current situation of applying the "Situation Inquiry-Construction Schema" teaching mode in the biology teaching of Z Banner S high school.To sum up,there are mainly the following problems: students’ lack of interest in independent inquiry,the problem situation created by teachers is not inspiring,cooperative inquiry is just a formality,the subject and object of classroom teaching are not clear,etc.In view of the existing problems,Three solutions are proposed in the teaching:(1)In the aspect of creating the problem situation,the problem situation materials in the textbook are mined,the data platform resources for the development of the materials are provided,and the point of view that the authenticity and scientific principle should be followed in the application is put forward;(2)In terms of conducting inquiry activities,the existing teaching mode is optimized and adjusted based on the types of inquiry activities,that is,the teaching process of "Situation Inquiry-Construction Schema" teaching mode is refined in experimental inquiry,the teaching process of "Situation Inquiry-Construction Schema" teaching mode is improved in communication inquiry,and the content of a compulsory module1 of biology in high school is analyzed from feasibility of the implementation of the above two kinds of inquiry teaching process in practical teaching;(3)The emphasis is placed on teaching organization and evaluation.Based on the above research,this study selects two parallel classes from the first grade of S high school in Z Banner as experimental class and control class to conduct quasi-experimental research.The experimental class adopts the teaching mode of "Situation Inquiry-Construction Schema",while the control class adopts the conventional teaching.Then,the academic performance,learning interest,learning attitude,problem-solving ability and exploring ability of the two classes before and after the teaching practice are compared.The results showed that:(1)After using the teaching mode of "Situation Inquiry-Construction Schema",the average scores of learning interest,problem-solving ability and inquiry ability of the students in the experimental class were higher than those in the control class,and the differences were statistically significant(P<0.05);However,there was no significant difference in changing students’ learning attitude and improving students’ academic performance(P>0.05);(2)After the teaching practice,the analysis of the interviews with students in the experimental class revealed that the teaching mode improved students’ classroom participation,clarified their classroom learning objectives,and enhanced their ability to apply biological knowledge to explain life phenomena in daily life.This study puts forward relevant implementation strategies for teaching practice research in view of current problems,which reflects the application value of the teaching mode of "Situation Inquiry-Construction Schema" in biology classroom teaching in high school.This teaching mode can improve students’ learning interest,problem-solving ability and inquiry ability.In addition,this study provides reference for further research on the teaching mode of "Situation Inquiry-Construction Schema".