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Effective teaching behavior of biological scientific inquiry

Author: LuLeiTao
Tutor: ZhangYingChun
School: Shaanxi Normal University
Course: Curriculum and Pedagogy
Keywords: Scientific inquiry Effective Teaching Teaching behavior Creation of situations Ask a Question Classroom organization
CLC: G633.91
Type: Master's thesis
Year: 2010
Downloads: 308
Quote: 1
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Abstract


Scientific inquiry as a teaching philosophy advocated by the curriculum reform, since the introduction of the date that full attention by teachers, and actively explore and put into practice in education at the theoretical level. Changes of educational philosophy, teaching methods rely on the teachers' behavior change, this study seeks to understand the current status of implementation of scientific inquiry teaching, effective teaching theory, factors that limit the effectiveness of teaching behavior found that the teaching of scientific inquiry explore how to improve the behavior of teachers in the teaching of scientific inquiry, to promote the effectiveness of scientific inquiry teaching to enhance students' scientific literacy, transform the mode of learning, and creative spirit and practical ability. Collate and summarize the relevant literature, this study reference scientific inquiry connotation, characteristic of scientific inquiry, in the form and value theory; based on questionnaires and classroom observation research methods, the current biological science inquiry implementation and status of teachers teaching behavior studies, summarized, and the use of statistical methods for processing and analysis of the findings. The results showed that: (1) students with a strong interest for scientific inquiry, but there are differences between different grades; students can understand the process of scientific inquiry; scientific inquiry by the concept into teaching implementation level, but the presence of strong scientific interest in exploring with students differences, the lowest grade started very significant difference; preliminary culture of scientific inquiry ability, but has yet to further improve the focus on real life; teachers in the teaching of scientific inquiry; presence of the status of implementation and capacity evaluation of different grades of scientific inquiry both the status of implementation of scientific inquiry, scientific inquiry ability scores were higher than other grades, and there are significant differences. (2) scientific inquiry teaching by teachers teaching behavior of this research is the creation of scientific inquiry in teachers situational questions, classroom organization three acts as the object of study, to investigate the validity of scientific inquiry teaching, research shows that: the three teaching behavior, although the effectiveness of, but still need to improve; differences between the effectiveness of different teaching behavior, validity score descending order of questions, the creation of situations, classroom organization; same teaching behavior, the different manifestations formal validity differences, lack of understanding of the system and the training of teachers for effective teaching behavior. Seen in the current scientific inquiry teaching, the students 'strong interest in exploring contradiction with the limited opportunities for scientific inquiry, cultivate students' scientific inquiry ability and scientific inquiry teaching effectiveness of the contradiction between the important issues of current scientific inquiry teaching. (3) based on the analysis pointed out that the limit of the three factors of the effectiveness of teaching behavior for the validity of scientific inquiry teaching that: 1. Effective scenarios creation of scientific inquiry, trying to do: the creation of situations of daily life, in the bridge the gap between biology and real life; improve situational openness, so that students are able to play to their imagination, to produce diversified, innovative ideas; difficult to overcome explore the creation of multi-level, to promote students' thinking to ensure The smooth implementation of scientific inquiry. 2. The effective questioning scientific inquiry, should pay attention to: improve the quality of the problem, pay attention to the distribution of content issues and procedural issues, focusing on the use of process issues; pay attention to Hou A, for the different nature of the problem to the students to take thinking time; called A carefully chosen strive Q beginnings and ends, for all students to guide student thinking; reasonable grounds to answer, the correct answer should be given effective recognition, fuzzy answer given the boot error answer seriously, and positive reinforcement to students. Group division of labor in the form of classroom organization, should pay attention to: improve the grouping quality to be optimized in the grouping, group size, regroup; create a democratic and harmonious classroom environment, clear groups within the division of labor in order to promote cooperation within the group implementation; overall evaluation of the individual evaluation, outcome evaluation and process evaluation are combined to create an effective evaluation mechanism of the division of labor.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Biological
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