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New high school curriculum biological inquiry teaching case studies

Author: MaZuo
Tutor: ZhangYingChun
School: Shaanxi Normal University
Course: Subject Teaching
Keywords: biology inquiry teaching the case research method
CLC: G633.91
Type: Master's thesis
Year: 2011
Downloads: 243
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Abstract

At present, inquiry teaching and learning is one of the hot problems in the new basic education curriculum innovation, which have great research value. First of all, this paper introduces the theory of the inquiry teaching and learning, and looks back of its change and development in the history. This paper also refers to the research purpose and method, which about some problems in the senior biology curriculum innovation.This paper mainly adopted the case research method. The contents of the research include three aspects:one is inquiring into a series of typical problem of the teaching manages and teaching intelligence. For example, the inquire activity will take a lot of time. It is hard to take care of all the students in the big class. The students lack problem consciousness. They excessively pursue to standardize answer but neglect assumption guess and so on. To solve these problems, this paper presents the corresponding case analysis, and puts forward the corresponding countermeasures. Two is aimed at the general mode of inquiry teaching, which includes raise questions, assumption guess, experiment validation, draw a conclusion and exchange assessment. This paper will put forward the form of inquiry teaching is not only limited in this mode. In line with develop the spirit of scientific inquiry, this paper put forward that according to the specific circumstances of teaching, teachers could guide students flexibly to explore through various forms. For example, inquiry on problems which from exercises, experiments, teaching material contents and so on. These inquiry activities don’t conduct step by step according to the general pattern. But to students, such inquiry activity contact closely with their learning content, and it can help them understand the essence of scientific knowledge. Compare with those inquiry activities which is all-encompassing, but disjoined with science learning, such inquiry could more arouse student’s interest. Three is analysis the shortage of traditional teaching evaluation, such as evaluation contents single, evaluation standard single, evaluation body single etc.. Aiming at these problems, this paper puts forward how to improve the evaluation mechanism of inquiry teaching. It makes evaluation content more comprehensive, not only refer to knowledge, also include methods, emotional evaluation. It makes evaluation method more diversified, not only have final quantitative evaluation, also include qualitative evaluation in process. It makes students also become evaluation body. They not only accept evaluation from teachers and other administrators, also evaluate each other and evaluate themselves.Through the above three aspects of research, this paper finally reach the following conclusions. Although inquiry teaching exist many problems in practice, these problems can be solved. Teachers can’t resist inquiry teaching with the fear of emotions. Besides study shows that, if inquiry teaching develops smoothly, it can indeed stimulate students’creativity, improve the learning enthusiasm, and add the class more vitality. Because the writer’s experience is limited, this research has two deficiencies:at first, the universal applicability is poor by using case study to analyze the problem. It still needs some other research to approach to further perfection. The second is the research contents are only directed at the factors of inquiry teaching in classroom, there isn’t involved in the extracurricular factors. In theory and practice, there are many valuable problems of inquiry teaching, which are expected all education workers common to explore.

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