The Exploration On Cultivating Students' Critical Thinking In High School Biology Teaching

From October to December 2017,using the California Critical Thinking Disposition Inventory(CCTDI)to investigate the critical thinking of 436 students(181 boys and 255 girls)in the first grade of Jianyang Middle School of Sichuan Province from seven dimensions,and the experimental research on the critical thinking of students based on PBL teaching mode is carried out in high school biology teaching.Trying to understand the current state of critical thinking in senior high school students and explore an effective way to promote the development of students' critical thinking.The results of the questionnaire are as follows:From the overall situation,the average score of all the participants is 289.5115,indicating that students generally have a strong tendency of critical thinking.From the average score of each dimension,the average score of students' truth degree,analysis,systematicness and self-confidence is in the interval of 30~40,which indicates that students have a contradictory attitude towards the thinking tendency of the four dimensions,and the students' score in the degree of openness,knowledge desire and cognitive maturity is in the 40~50 value area.It indicates that students have strong critical thinking tendency in these three dimensions.According to the distribution of the scores in each dimension,most of the students have a contradictory attitude of or a strong tendency on the five dimensions of the degree of truth,openness,systematicness,analysis and confidence,and most students have strong or relatively strong critical thinking on the desire for knowledge and cognitive maturity.From the difference of each class,one-way analysis of variance was performed on the statistical data of each dimension of critical thinking in each class.It was found that the level of students' openness,systematicness,and curiosity were equivalent in all classes,with no significant difference;There was a significant difference between some classes in degree of truth,analytics,self-confidence,and cognitive maturity.From the perspective of the overall tendency of critical thinking in each class,class 11 were significantly weaker than class 22,class 25,class 17 and class 7,there were significant differences,and there was no significant difference among the other classes.Therefore,when teaching biology courses,teachers should carry out critical thinking training for students according to the differences of different classes and even among individuals in order to promote the balanced development of critical thinking.From the gender perspective,the scores of the critical thinking tendency of boys and girls on the three dimensions of analytical,systematic and self-confidence are all in the range of 30~40;the scores of ideological openness,knowledge desire and cognitive maturity are all in the 40~50 interval;the score of male students is 40~50 in the degree of truth,and the scores of girls are from 30 to 40.According to the evaluation criteria of critical thinking tendency,both male and female students have contradictory attitudes towards the three dimensions of analytical,systematic and self-confidence,and show strong critical thinking tendency in the degree of openness,knowledge desire and cognitive maturity.Boys show relatively strong tendency on the degree of truth while girls tend to have ambivalent attitudes towards strong tendentiousness.The total scores of boys and girls are 280~350.This shows that boys and girls all have strong critical thinking tendency.Through the difference analysis,it is found that boys are obviously stronger than girls in the confidence of critical thinking.The cognitive maturity of critical thinking of girls is stronger than that of boys.There is no significant difference in the other dimensions and the general critical thinking tendency between boys and girls.With the independent sample t-test,apart from self-confidence and cognitive maturity,there is no significant difference between boys and girls in all other dimensions and the overall tendency of critical thinking.In terms of self-confidence in critical thinking,boys are significantly stronger than girls,while girls are significantly stronger than boys in the cognitive maturity of critical thinking.The results of the PBL teaching model experimental research are as follows:Students in the experimental group who adopted the PBL teaching model in biological teaching had a significantly stronger self-confidence and analytical power than the control group(P<0.05).After the experiment,the critical thinking of the students in the experimental group was significantly stronger than that before the experiment in analysis and self-confidence,while the other dimensions and the general tendency had no obvious change.Students' critical thinking of the control group before and after the experiment has no significant changes.Therefore,compared to the traditional teaching model,the PBL teaching model is more conducive to the development of students' critical thinking analysis and self-confidence.