The Practical Research On The Effective Use Of "Thinking Development" Column In High School Biology Textbooks (Compulsory)

"Thinking development", as the last part of self-examination questions in each chapter in biology textbooks for senior school students, if used effectively,can cultivate students' innovative thinking and broaden their insights,which was clearly pointed out in Curriculum Standard for General High School(biology). Senior high is absolutely the best time for students who are transferring their thinking patterns from perceptional images to rational abstract ones to cultivate their innovative thinking. However, it is found out that "Thinking development" part has not been put enough emphasis in classroom teaching activities.Combining her own teaching experience with a mass of literature, the author sums up the related concepts, theory as well as research status of "Thinking development" part to eradicate wasting of resources and to put forward effective methods. A majority of researchers tend to make contrast analysis of teaching materials used in home and abroad,designing of homework,etc.; while researches on how "Thinking development" part is effectively used are rare. Thus,by doing questionnaire among students and interviewing biology teachers,the author finds out that it is paid little attention among teachers as well as students in an indication that teachers just mention those questions which are related to the College Entrance Examination and students put definitely no emphasis on it.Based on the current situation,the author comes up with four methods,namely,the problem-situated method,displaying of typical cases and students' achievements,field practice,according to which two classes,class 11 and class 12 in senior 2 are chosen to serve as subjects, with class 12 conducting a one-year teaching practice by utilizing the above four methods.The results reveal that the implementation of the four methods which fully indicate the value of "Thinking development" part is recognized by the students. Compared with traditional teaching manners,they can not only motivate students' interest to get their thinking ability improved,but also enable them to explore knowledge actively and broaden their insights both in width and in depth. In addition, these four methods can be applied to the development of the whole biology courses. This study also indicates that teaching practice research itself, to a certain extent, can promote teachers' professional development,and it is beneficial for teachers to acquire in-depth understanding of the concept of curriculum reform, and to change their teaching ideas under the new circumstances.Meanwhile, it pays attention to the cultivation of students' thinking ability. Although this study is still superficial, it can offer help for other teachers on how to solve effectively the "thinking development" part, and can provide reference for future teaching practice research. However, it still has some limitations to be promoted. So, studies on more diverse and more thorough teaching methods are to be explored persistently by teachers.