Middle School Life Science Teaching Study on Effective Inquiry

Since 2001, Shanghai's two curriculum reform in full swing. Traditional education can not meet the needs of the modern high-speed development of science and technology in the teaching of life sciences, and of Education to participate in the process of scientific inquiry \At present, this method has been accepted in many countries, has also become one of the main objectives of the curriculum reform of basic education in China life sciences. However, in the teaching of life sciences, the researchers found, how to conduct an effective inquiry activities is a weak link. Many teachers anxious directly tell students how to explore, even instead of the students to explore; Some laissez-faire, the pursuit of student autonomy, freedom surface. Teachers passive, but to play the role of \The purpose of this study is to explore ways and means to carry out an effective inquiry activities in junior high school life science teaching, and establish its feasibility on the basis of practice, the majority of teachers in order to reference for the future of life science teaching. Explore the concept defined theoretical basis described, and research at home and abroad; in the main part of the paper, this paper introduces the design principles of effective inquiry activities, specific cases and effective inquiry activities forms: carry out exploration activities in the student experiments, carry out exploration activities in the theory with practice, group cooperation explore activities, carry out exploration activities in the development activities, carry out extra-curricular interest groups to carry out exploration activities in the research, application carry out exploration activities; multimedia, network statistics and analysis of the results of this study concluded. Finally, some problems in the implementation process of the research, and some of the recommendations of the follow-up study. This study combines the actual situation of the school, effective inquiry activities used in junior high school life science teaching. Teacher survey and student questionnaires before and after the experiment, to test experimental classes and control classes after the experiment, and statistical processing, from both qualitative and quantitative aspects of the conduct of exploration activities were evaluated. Through the investigation and analysis of the experimental results, the researchers believe that: to carry out an effective inquiry activities in junior high school life science teaching to enhance students 'learning interest in the life sciences, to improve students' test scores, and help enhance the lives of the students scientific literacy and development of students questions, problem-solving abilities.