Research On The Development Of Deductive Reasoning Ability For Biology Teaching In Senior High School

In the current curriculum deepening reforms,core competencies is an important teaching goal.Core competencies is specific to biological disciplines,and it is expressed in four aspects:life concept,scientific thinking,scientific inquiry,and social responsibility.This paper revolves around the cultivation of deductive reasoning ability in scientific thinking.Deductive reasoning ability helps students solve biological problems and explain biological phenomena.It plays an irreplaceable role in correcting students' thinking and consistency.However,a comprehensive survey on the achievements of its researches showed that are mainly concentrated in the disciplines of psychology,mathematics,physics,etc.There are few related studies in biology disciplines,most of which remain in the theory and overview.The teaching design can be used for first-line teaching practice is less,and it needs to be further studied,practiced and improved.The focus of this paper is to explore the teaching strategies that can effectively developing students'deductive reasoning ability in high school biology teaching,which can fill in the blank of the research in this area.In this paper,I take the YZ Middle School in Nanchang City as an example to investigate the teaching situation of teacher-student deductive reasoning in high school biology,analyzes its core problems,explores teaching strategies that can solve problems,and uses teaching strategies to conduct teaching experiments.The main contents and results include the following three aspects:First,in the survey results,it is known that students do not have enough knowledge of deductive reasoning.Therefore,explicit deductive reasoning teaching strategies are adopted,such as introducing deductive reasoning processes and applying syllogism formulas.Secondly,in the survey results,it is known that students needs to be improved deductive reasoning ability.Therefore,invisible deductive reasoning teaching strategies are adopted,such as guiding students to understand knowledge points,and then deductive reasoning to solve specific problems.Thirdly,put forward teaching suggestions based on the present situation investigation results and teaching practice,including that teachers should also have deductive reasoning skills;help students master the concept of knowledge;should notseparate inductive reasoning and deductive reasoning;long-term persistence in developing deductive reasoning skills.The above research results can provide a theoretical reference for the teaching research on students'deductive reasoning ability in high school biology,and can also provide practical reference for first-line teachers,and ultimately have important theoretical significance for effectively cultivating students' deductive reasoning ability.