Inquiry-based Learning in the plant-absorbent Teaching in the-毕业论文翻译.docVIP

Inquiry-based Learning in the plant-absorbent Teaching in the Abstract: This paper “Plants for Water Absorption,” inquiry learning, for example, discusses inquiry-based learning in biology class in the concrete practice of teaching and reflection to clarify the inquiry-based learning in classroom teaching in the biological advantages and disadvantages, and their the core element is a “problem”, to allow the failure, and made a follow-up research directions. Keywords:: inquiry-oriented learning; practice; reflection I. Background With the continuous deepening of quality education, how to cultivate the ability of students to explore a new round of biology curriculum reform and teaching reform the core problem. “Plants of the water absorption and utilization of,” This lesson has students demonstration experiments and experiments, it is suitable as inquiry-based learning material. Since plants absorb water and dehydration phenomena can be seen everywhere in life, teachers can guide students to life is starting to ask questions and solve the problem by assuming that with the practice. Second, the process (A) The pre-class preparation 1, to ask questions: life through the list of plants absorb water and dehydration phenomena to guide students to ask questions: the infiltration of water absorption and water loss of plants and what factors? 2, the formation of assumptions: inspiring students to come to the penetration of water absorption and water loss of plants may be related to the concentration of external solution. 3, design experiments: Teacher will divide students into five groups, from students to small groups as a unit to design experiments, and record the experimental results. (B), class Record In the classroom, I first reported by students in extra-curricular groups to complete the design situation and experimental results. The first group: the quality of the selected material is about 12 grams and are growing close to t