Evaluation of the Effectiveness of an AI Virtual Experiment Platform in Inquiry-Based Teaching of High School Biology

Abstract

Against the backdrop of the "New Curriculum Standards" emphasizing core competency development, high school biology experimental teaching has long been constrained by time-space limitations, resource scarcity, and safety risks, hindering the effective implementation of inquiry-based learning. This study focuses on an experimental teaching platform developed through generative AI and virtual simulation technologies, aiming to evaluate its application efficacy in high school biology inquiry-based instruction. By dynamically generating
inquiry scenarios, providing real-time operational feedback, and conducting intelligent experimental data analysis, the platform effectively
addresses the mechanical drawbacks of traditional experiments characterized by rigid "prescription-following" approaches. Research confirms
that AI technology not only supplements experimental resources but also serves as a cognitive scaffolding reconstruction tool, significantly
facilitating students' transition from passive reception to active construction. This study provides empirical evidence and practical paradigms
for science experimental teaching reform under educational digital transformation.