Study On Methods Of Cultivating Students' Scientific Thinking Literacy In High School Biology Teaching

Whether it is in the national science development plan based on national development or in the programmatic documentation of school education,student development,and lifelong development,scientific thinking literacy occupies a very important position.Whether or not students can develop their core qualities in the learning process of the Department of Biology will be high school.The study of the stage and the future social life have a major impact.This article aims to explore the methods of cultivating students' scientific literacy from the perspective of biology teaching.The thesis is divided into three parts:The first part discusses the connotation and characteristics of scientific thinking,scientific thinking methods and thinking quality from a theoretical perspective,demonstrates the feasibility of cultivating students' scientific literacy from the perspective of psychology,and analyzes several representative training theories of scientific thinking at home and abroad.,Interpretation of curriculum standards,from the biological characteristics of the scientific perspective of scientific thinking as the core point of view of biological literacy.The second part selects some high school biology teachers to use interviews to understand how high school biology teachers view the core qualities of biology subjects and scientific thinking literacy.Whether or not students focus on cultivating students'scientific thinking in the teaching process is used to improve students' scientific literacy level.Methods,difficulties encountered,etc.,and the use of questionnaires to investigate students of different grades in the first grade,to understand the developmental level of high school students' scientific literacy in different situations in the biological sciences learning process,and to compare different levels.The students' level of scientific thinking literacy in the same learning situation demonstrates the correlation between scientific thinking literacy and the student's academic level.The third part,based on the results of interviews and questionnaire surveys,studies ways in which teachers can effectively train students' scientific thinking and improve their scientific thinking literacy levels in the process of teaching new classes and explaining exercises,designing new classes and exercises,and real applications.In the classroom of the first-year students,students' learning effects were observed and students'responses were used to improve the proposed method to form a complete and effective method system.