A Practical Study On ADI Teaching Model Introduced Into The Experimental Teaching Of Biology Compulsory 1 In High School

The National Science Quality Action Plan,issued by the State Council on June 25,2021,talks about improving the quality of science for young people and encourages teachers to innovate teaching methods and advocate various teaching methods such as inquiry-based and heuristic.The Argument-Driven Inquiry(ADI)teaching mode,which combines scientific argumentation and experimental inquiry,belongs to argumentative teaching.Biology laboratory teaching can develop students’ scientific thinking and strengthen their scientific inquiry ability by introducing the ADI teaching mode to cultivate students’ argumentation ability,thus helping students develop their core literacy in biology and enhancing their scientific quality.This study introduces the ADI teaching model into the laboratory teaching of molecules and cells module in Compulsory 1 of high school biology with the cultivation of scientific argumentation and inquiry ability as the guide.The study firstly,through combing the literature to understand the connotation and development of ADI teaching mode,and using questionnaires to understand the existing biology experimental knowledge and level of the research subjects;then,according to the General High School Biology Curriculum Standards and the high school biology compulsory 1 textbook,the study selects "Investigating water absorption and water loss in plant cells" and "Investigating the effect of temperature on enzyme activity" in accordance with the teaching reality."Investigate the effect of temperature on enzyme activity","Investigate the effect of p H on enzyme activity" and "Investigate the mode of cellular respiration of yeast" as the teaching content.The teaching practice was carried out in two classes of the senior class of the internship school;the two classes carried out the same content in different teaching modes,and the experimental class introduced the ADI teaching mode into the teaching during the teaching practice,while the control class carried out the regular teaching.After the teaching practice,I compared and analyzed the classroom observation of the argumentative-inquiry practice in the two classes.The experimental class was more willing to think actively in the face of problems,communicate in the face of difficulties,and discuss actively in the face of results than the control class in the biology experiment classroom.The post-test scores and final biology scores of the two classes were compared and analyzed.In the post-test,the experimental class performed better than the control class in the questions measuring students’ ability to argue and investigate;in the final biology grade,the average grade of the experimental class was significantly higher than that of the control class and there were significant differences.The results of the study indicate that using the ADI teaching model in biology experimental teaching can purposefully develop students’ argumentation and inquiry skills,improve students’ performance in biology,enhance students’ sense of classroom participation,encourage students to express their own opinions,support students’ inquiry practice,and enhance students’ sense of peer support.