Practical Research On Cultivating High School Students’ Scientific Inquiry Literacy In Biology Based On Task-driven Teaching Method

As an important part of the core literacy of biology,scientific inquiry is the direction of the contemporary curriculum reform.Task-driven teaching method advocates the inquiry-based teaching concept,and there are many similarities between its implementation process and the way of scientific inquiry.The purpose of this study is to further enrich the strategy of task-driven teaching method to cultivate scientific inquiry literacy,further study the effect of task-driven teaching method on the cultivation of students’ scientific inquiry literacy,and provide a new perspective for the assessment and practical research of middle school students’ core literacy.149 students from two classes of senior one in a middle school in Q County were selected as the research objects.Based on teacher interviews,the teaching content of the compulsory Biology course "Molecules and Cells" in high school was screened,and relevant strategies for cultivating scientific inquiry literacy with task-driven teaching method were proposed to carry out teaching practice.Through questionnaire survey and interview,students’ scientific inquiry skills,Biological knowledge acquisition and application ability,emotional attitude and values before and after teaching practice are compared and analyzed.The results show that:(1)The overall score of students’ scientific inquiry skills in the post-test was higher than that in the pre-test,and the difference was statistically significant(P<0.05);Among them,the scores of question asking,analysis and testing data,and evaluation of communication and cooperation were higher in the post-test than in the pre-test,and the difference was statistically significant(P<0.05).There were no statistically significant differences in the scores of three factors: conjecture and hypothesis,plan and experiment design,experiment and evidence acquisition(P>0.05).(2)The students’ Biological test results have been improved,and the average score and pass rate are higher than the whole grade or the gap between them is narrowed;(3)Students have strong interest in biology learning,recognize taskdriven classes,are willing to participate in scientific inquiry,and have a deeper understanding of scientific inquiry.The research shows that:(1)The application of task-driven teaching method in high school Biology classroom can significantly improve students’ scientific inquiry skills,but the development of various elements is unbalanced.(2)Students’ ability to acquire and apply Biological knowledge is enhanced,and their understanding of knowledge is deepened.(3)Students’ interest in learning is improved,and their emotional attitudes and values are positively developed.Therefore,teachers can try to optimize Biology teaching through task-driven teaching method,improve teaching effectiveness,cultivate students’ comprehensive scientific inquiry literacy,and finally achieve the cultivation goal of core literacy of Biology.This study is helpful to improve the effectiveness of high school Biology classroom teaching and provide reference for Biology teaching.