¹Sun Yangjie, ²Li Wenling, ³Liu Bin

¹School of Agriculture and Biology,Guangxi Minzu Normal University, Chongzuo 532200, Guangxi, China

²School of Education Science,Guangxi Minzu Normal University, Chongzuo 532200, Guangxi, China

³School of Liberal Arts and Mass Media,Guangxi Minzu Normal University, Chongzuo 532200, Guangxi, China

DOI : https://doi.org/10.58806/ijsshmr.2026.v5i6n47

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ABSTRACT

The continued implementation of China’s “Double Reduction” policy has placed higher expectations on middle school students’ autonomous learning ability and experimental inquiry literacy. To promote students’ disciplinary core competencies, routine classroom teaching must be comprehensively reformed. Traditional, rigid teaching models and classroom formats are no longer sufficient to meet the diversified educational needs arising under the “Double Reduction” context. Therefore, the active development of inquiry-based experiments and scientifically designed experimental courses that encourage students to conduct autonomous exploration during their spare time has become an important practical pathway for current curriculum reform. Such curriculum design not only aligns with the specific requirements of curriculum standards, but also connects school-based curricula with after-school, weekend, and holiday learning time. Compared with conventional teaching models, it can reduce students’ course-related pressure while effectively improving their comprehensive scientific inquiry literacy.

KEYWORDS:

curriculum reform; “Double Reduction” policy; inquiry experiment; case development

REFERENCES
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Cite this Article:Yangjie, S., Wenling, L., & Bin, L. (2026). Development of an Experimental Curriculum Design Case for Enhancing Middle School Students’ Scientific Inquiry Literacy Under China’s “Double Reduction” Policy: A Case Study of “Investigating Differences in Catalase Content Among Different Plant Organs”. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(6), 1793-1798. https://doi.org/10.58806/ijsshmr.2026.v5i6n47

VOlUME 05 ISSUE 06 June 2026