Practical Research On The Development Of Students’ Scientific Inquiry By Problem-oriented Flipped Classroom In High School Biology Experiment

As an important aspect of the core literacy of biology discipline,the cultivation of scientific inquiry literacy is not only the need of the new curriculum reform,but also in line with the needs of individual and social development.However,the current teaching model is not ideal for the cultivation of students’ scientific inquiry literacy.How to effectively cultivate and evaluate students’ scientific inquiry literacy has become an urgent problem to be solved.In order to meet the requirements of new curriculum standards for scientific inquiry literacy in the core literacy of biology,this study tries problem-oriented flipped classroom to improve students’ scientific inquiry literacy.This study uses literature research,questionnaire survey,experimental research and other methods to carry out research.Guided by educational theories,through reading the new curriculum standard,consulting relevant literature,and understanding the current situation and development trend of training students’ scientific inquiry literacy through problem-oriented teaching and flipped classroom teaching model at home and abroad,the questionnaire survey results in the early stage were analyzed.To understand students’ learning attitude and habits towards biology and the status quo of scientific inquiry literacy as well as teachers’ attitude towards the cultivation of scientific inquiry literacy.Then selected part of the exploration experiment content of the compulsory high school biology 1 "Molecules and Cells",designed and compiled the teaching content of "Exploring the water absorption and water loss of plant cells","conditions affecting enzyme activity","exploring the influence of environmental factors on the intensity of photosynthesis",and organized the teaching experiment.The results show that it is effective to use problem-oriented flipped classroom to cultivate students’ scientific inquiry literacy in biology,which can not only change students’ learning attitude,improve their scientific inquiry literacy,but also improve students’ academic performance.This provides a new way of thinking for high school biology teaching and the cultivation of scientific inquiry literacy,which is worth trying for later teachers in high school biology classes.