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Inquiry teaching high school biology classroom organization Exploration

Author: NiuXiaoJuan
Tutor: LiLi
School: Shaanxi Normal University
Course: Subject Teaching
Keywords: High school biology Inquiry teaching Classroom organization
CLC: G633.91
Type: Master's thesis
Year: 2011
Downloads: 216
Quote: 0
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Abstract

Today's world, the rapid development of science and technology between countries and more intense competition, and competition for talent is the core of international competition, the development of education is the key talent competition and ultimately vest. Because at this stage under the international situation, a country occupied the commanding heights is based on competition to see if they cultivate a large number of times comply with the requirements of today's talents, whether it has a solid educational foundation. Therefore, education is increasingly valued by all countries, education has also been incorporated into the strategic development among various countries. In this context, China in December 2001 promulgated the \innovative quality education as the focus of the core tasks. Therefore, the state of basic education in the new round of curriculum reform advocate Schools for inquiry teaching, teachers teaching in various subjects to actively guide students to actively participate, diligent hands, willing to explore, focus on training their autonomy and independence. In 2003 the Ministry of Education issued a \A new round of national basic education curriculum reform is an important and specific objectives, but also is to promote active participation by the students in inquiry-based teaching, the \Inquiry teaching has become almost child-year basic education hot issues of concern. To this end, I draw on inquiry teaching and research experience abroad inquiry teaching theory and classroom organization theory, the use of document analysis, classroom observation and interviews and other research methods to the theory and practice of the main line for some first-tier high school biology teachers inquiry carried out by classroom study sought through study of this subject for teachers organize an effective inquiry-based teaching to make some suggestions, trying to play its proper inquiry teaching strengths, improve their scientific literacy and creativity in order to professional development for teachers to help, can promote the further development of high school biology curriculum, but also for the deepening of curriculum reform to provide a reference. This thesis includes four parts: The first part is an introduction, mainly introduces the inquiry teaching research status, study of the problem, significance and research methods. The second part describes the theoretical framework of inquiry teaching. Discusses the proposed inquiry teaching the four main theoretical basis: constructivism, humanism, Marxism and pragmatism of information processing. And further inquiry teaching on the origin of the definition of inquiry teaching, basic aspects, features, and advantages as well as the type of classroom organization carried out the meaning and role of basic elaboration. The third part is the inquiry teaching practice in high school biology class research. Indicates the general idea of ??this study, the use of classroom observation and interviews on the experimental high school biology teachers teaching inquiry was investigated. After analyzing the results of the survey found that: the formation of cooperative groups, classroom teaching evaluation, teaching environment, different levels of students, teachers, role orientation and other factors affecting the inquiry-based classroom teaching effective group strongly affect the inquiry teaching effect of normal play . The fourth part is the conclusions and recommendations. Made for the above problems the following seven recommendations: 1. For all students, to establish an effective cooperation mechanism to promote inquiry-based classroom generation; 2 to create a good atmosphere and environment to promote student inquiry learning; 3. Development student's zone of proximal development, to allow more students to participate in inquiry learning; 4. improve the evaluation mechanism, improve the efficiency of classroom organization; 5. guide rational attribution, so that students in the future to better carry out exploratory learning 6. Teachers should actively changing concepts, enhance quality white body and capacity development; 7. development and training of teachers, and promote teachers' professional development.

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