First, the guiding ideology of topic selection

The textbook of junior high school biology curriculum standard (PEP) has carefully designed and rationally integrated the content standards stipulated in the curriculum standard, breaking through the traditional discipline system of plants, animals and human physiological health for many years, and constructing a discipline system that highlights the relationship between man and biosphere: the first volume includes biology and biosphere, biology and cells, and biosphere green plants; The second volume is about people in the biosphere; The third volume includes other creatures in the biosphere, their diversity and protection; The fourth volume includes the continuation and development of life in the biosphere, healthy life and conclusion-learning is not over. Although the new junior high school biology textbook does not arrange the topic of inquiry learning, the new textbook provides the feasibility for junior high school to carry out inquiry learning. In order to link up with the trend of foreign basic education reform and the compulsory course of research-based learning in senior high schools in China, it is necessary to explore research-based learning in junior high schools.

Second, the design of the research topic

Combined with the arrangement system of compulsory education curriculum standard experimental textbook (PEP), according to the characteristics of students' physical and mental development, the second grade of junior high school is the second peak of human physical growth and development, and it is also a period of rapid development from image thinking to abstract thinking, so it is decided to carry out research-based learning small projects in the second semester of junior high school. On the basis of studying "Biology and Biology in the Biosphere", students carry out a week-long research study with the theme of Unit 8 "Healthy Life" in the second semester of Grade Two. The reason why this theme is determined is that "healthy life" is the last unit of junior high school biology learning and an important goal of biology teaching. Through one semester's research on small topics, students can acquire health care knowledge independently and learn how to learn. In the implementation of the term plan of research study, an evaluation system centered on "self-feedback evaluation" is constructed, which is also a part of junior high school biology examination results.

According to the knowledge level and learning style of junior middle school students, teachers provide topics and students choose their own topics. Students can also put forward their own topics, but they must be approved by teachers and students. The project design is as follows:

1) Study on the types of heart disease and its prevention; 2) Study on reasonable diet; 3) Study on the relationship between smoking and lung cancer; 4) Investigation of junior middle school students' eyesight; 5) AIDS survey; 6) diabetes survey; 7) Investigate the implementation of planned immunization for preschool children in a certain district of this city; 8) Study on biological effects of acid rain; 9) Water pollution investigation and treatment suggestions of Nanhu Park; 10) Garbage and our living environment.

Students put forward the following topics according to their own life experiences and interests: 1) the relationship between correction fluid and human health; 2) Present situation of indoor air pollution and its prevention measures; 3) What preparation activities should be done before playing football; 4) Reasons and suggestions for students' poor psychological state in class; 5) Ways to improve the classroom learning environment; 6) Harm of convenient chopsticks; 7) Preliminary study on the causes of road trees dying; 8) Drinking water and health; 9) Sleep and health; 10) Harm and prevention of automobile exhaust.

Third, the research objectives of this topic.

The fundamental purpose of inquiry learning is not the expected research results, but the expected learning results, and the most important purpose is to change the learning methods.

1. Knowledge and skills objectives

Help middle school students master basic and basic knowledge and skills better, faster and more, and promote them to organically combine perceptual knowledge with rational knowledge, practical knowledge with book knowledge, and knowledge and skills in various disciplines to establish a knowledge structure and skill structure that reflects their own characteristics and is conducive to future development; Guide students to learn and master the correct value norms in the process of analysis, comparison and judgment, and construct their own internal value standards; Guide students to initially form autonomous learning ability and social communication ability, and lay a good foundation for the development of innovation and entrepreneurship.

2. Process and method objectives:

Experience the research process and understand the research methods (literature, investigation and experiment).

3. Emotional attitudes and values goals

Consciousness of cooperating with others, loving nature, cherishing life and protecting the environment; A scientific attitude of seeking truth from facts, a certain spirit of exploration and

Innovative consciousness; Pay attention to social problems related to biology and actively participate in social decision-making; Good living and hygiene habits, positive and healthy attitude towards life.

Fourth, the research steps

It should be said that it is difficult to carry out research study in junior high school. Because students' knowledge accumulation is limited and their ability to process and process information is limited, according to the actual situation of students, we start with teaching materials. According to the content of teaching materials and students' knowledge level, teachers first determine the topic, students choose the topic independently, and students can also determine the research topic independently. Through practice, we have determined the following research steps:

1. Preparation stage (lasting 1 month)

(1) Announce the topic: Issue the "Open Letter to Students and Parents" (Annex 6) in the first class of the second semester of Grade Two, and clarify the importance of carrying out research-based learning; Announce the topics and principles of small projects, and welcome parents to be instructors; And announced that the small project research evaluation will be included in the final grade evaluation. (2) Grouping: 2-4 people in each class, free combination, independent topic selection. The group recommends the group leader by itself and reports it to the representative office of the Biology Department, which is responsible for counting and printing the list of topics for biological research study in triplicate. One is left in the class, one is given to the teacher, and one is kept by the branch representative. (3) Guidance for opening a topic: provide guidance for students to fill in the opening report of research-based learning topics. Because students have not been exposed to research methods, at the end of the topic selection, they should use class time to explain the selection and use of research methods (i.e. experiment, investigation, practice and literature). (4) Fill in the opening report: See Annex 1 for the opening report. After class, students are arranged to fill out the opening report in groups, and the research results are required to be reported in the form of electronic presentations or sent to the teacher's mailbox for revision guidance. In this way, information technology is closely combined with research results, which facilitates communication and expression, stimulates students' initiative, enthusiasm and creativity in learning, and embodies the principle of subjective teaching. (5) Opening report: Each group's opening report is published in class. The purpose is to attract students' attention, clarify the content of their own division of labor, and facilitate the research, exchange and cooperation among team members.

2. Research phase (lasting 2 months)

After the opening report was made public, various classes and groups began research activities. During the activity, students get to know each other and cooperate with each other, so that every project team member can participate. The person in charge of each step will deal with the content he is responsible for, and the team leader will coordinate. If there are problems, they will discuss and solve them themselves first. If you can't solve it, consult with the instructor and the teacher.

Students have devoted great enthusiasm to the research process and often report the research progress to their teachers. In view of the problems in the research process, individual phenomena are solved individually and common phenomena are solved centrally. Just like the production of electronic presentations, the production level of each group is uneven. Teachers use their spare time to help students with electronic demonstrations, and more than 100 students registered for the group throughout the year. In order to make students understand the scientific method and approach science, professors and doctors are invited from colleges and universities to give frontier reports on life science research, including human genome project, transgenic plants, stem cell research progress, gene chip research and so on. The influence of the frontier of life science research on human beings and society has stimulated students' research enthusiasm. In order to highlight the process evaluation, keep abreast of students' research progress, and give students targeted guidance and incentive evaluation, in the research stage, students fill in the project activity record form (Table 2) and the project implementation self-evaluation form (Table 3).

3. Summary stage (lasting 1 month)

Each group of students will submit the research results to the teachers in the form of electronic presentations and research reports, and put forward suggestions for revision after review, requiring students to revise them in time to be more standardized and scientific.

Each class will store the qualified research report in the folder of each class in the computer. If you are not satisfied with the electronic demonstration, you can also modify it. At the end of the semester, you can use the class time to start your thesis defense in groups. There are 5 groups in each class, 5 minutes to make presentations and reports, and 3 minutes to ask questions.

The defense meeting will be held in the biology laboratory, and each class will use the classroom time. Unexpectedly, the students' defense was wonderful and successful. Respondents in each group disclosed the research results of that group. The members of the judging group are all biology teachers and class teachers, and other students can also be judges. If students have different opinions or questions about their research results, they will be answered by the respondents and other members of the group can help them. The scene of the defense was very intense, which smacked of academic discussion. The teacher will organize to fill in the project achievement evaluation form on the spot (Table 4). At the end of class thesis defense, students fill in the comprehensive evaluation form of research-based learning (Table 5).