How to Develop "Independent Inquiry" Learning

First, carefully design teaching to cultivate students' interest in inquiry.

Interest is the best teacher, and interest and emotion have a great impetus to people's actions. In teaching, teachers should cultivate students' interest, exchange emotions and sing * * *, so that students can experience happiness, enthusiasm and excitement, understand knowledge more actively and explore biological mysteries. "Play" is a child's nature. Suhomlinski once pointed out: "If teachers don't try to make students have a high emotional and intellectual mental state, they are eager to impart knowledge, and mental work without emotion will bring fatigue. Without exultation and interest in learning, learning will become a burden. " Junior high school students like to play games, creating game situations that are closely related to students' knowledge background and are of interest to students, arousing students' subjective consciousness, allowing students to mobilize their existing knowledge, experience and strategies to experience and understand knowledge, activating students' thinking, triggering students' independent inquiry, and making learning activities vivid and effective. For students, they don't wait for the transfer of knowledge, they actively construct knowledge and truly become the masters of learning; For example, when I was explaining the lesson "Treatment of Air by Respiratory Tract" (People's Education Edition) in the second volume of the seventh grade, I asked the students to preview for a few minutes, and then invited two students to the blackboard. One student made a template and the other student drew a picture on the blackboard according to the students' bodies. Then let a student complete the composition diagram of the respiratory system on the blackboard and fill the respiratory tract and lungs; Other students can improve the blackboard and the pictures on the blackboard according to the contents in the book. Finally, seven students (playing respiratory tract and lung respectively) were invited to perform on stage, asking them to show their structure and function, as well as what abnormal performances the sick body had. Other students can also ask their own questions when they see such a performance. In this process, teachers are only organizers, instructors, participants and promoters of students' learning activities. In the teaching process, teachers should not only guide students to play games, but also guide students to observe and understand in games, so that students can acquire knowledge in games and stimulate their interest in independent inquiry.

Second, create problem situations to stimulate students' desire to explore.

Many great scholars think this problem is very important. Einstein said, "It is often more important to ask a question than to solve it." The strategy of guiding students to form problem consciousness is mainly to creatively construct learning environment and give students the opportunity to stimulate their subjective consciousness. Therefore, teachers should respect students and give them opportunities to express their views; Fully satisfy students' curiosity and desire to explore, and give students the opportunity to make bold guesses and "whimsy"; Students' mistakes or shortcomings should be guided and given the opportunity to reflect and correct. For example, when I was explaining "innate behavior and learning behavior" in the first volume of the eighth grade (People's Education Edition), I showed the students the video of "Birds tell people's fortune" for the first time, and the students were very excited because such an example happened to them. "Birds can tell fortune, is it a farce or a scam?" This can fully stimulate students' desire to explore.

Third, clarify the purpose of inquiry and guide students to explore methods.

Whether observing, investigating, experimenting, collecting and analyzing data and other forms of inquiry, students must be made clear about the purpose of inquiry. The steps and methods of inquiry are explained in the first volume of biology in the seventh grade of junior middle school, which requires our teachers to attach great importance to this class. At the same time, students must be allowed to experience, operate and understand in person. Only in this way can students do something in the later learning process. "Inquiry" is an activity that allows students to experience the whole process of scientific inquiry. When designing such activities, teaching materials should give students greater autonomy, leave room for students to develop their individual creativity, and take into account the cognitive level of junior high school students and guide them appropriately. Taking "inquiry" as an example, the first textbook first arranges activities to let students know the whole process of inquiry, each step has more specific guidance, and analyzes the scientific methods contained in it in detail, and then arranges students' design activities in one or several links of the inquiry process. This paves the way for exploring the conditions of "seed germination" later in this book, and requires students to complete a whole process of design exploration. Compared with the previous books, the first book is more instructive to students, and various activities have lower requirements for students' thinking ability and operation level. Later textbooks increased students' autonomy. Many "explorations" are to guide students to ask questions, make assumptions and make plans independently, and the requirements for students to design experiments, obtain data through measurement, design tables to record data and sort out data are gradually improved. Strengthen operation practice and let students experience the process of independent inquiry. In junior high school biology classroom teaching, let students master new knowledge and skills in operation, and let students experience the fun of independent inquiry.

Fourth, design reasonable exercises and pay attention to the extension of students' inquiry.