A Preliminary Study On Cultivating Students' Scientific Thinking In Biology Experiment Teaching In Senior High School

In order to make students better adapt to the changes between the constantly updated and accumulated subject knowledge and the limited subject time,it is very important to cultivate students' scientific thinking ability.The 2017 edition of Biology Curriculum Standards for Senior High Schools listed scientific thinking as one of the core qualities,mentioning that biology curriculum requires students to actively participate in learning,and to master biological knowledge and develop the habit of scientific thinking in the process of discovering and raising problems,finding information,solving evidences and making explanations.Biology experiment teaching is an important means to cultivate students' scientific thinking,as well as one of the basic forms of biology teaching.In the process of experiment design,experiment implementation and experiment result analysis,students can use scientific thinking methods such as induction,generalization,analysis and deduction,which is helpful to cultivate and exercise students' scientific thinking ability.Meanwhile,experiment teaching,can help students get more perceptual knowledge and better understand biology-related knowledge.This paper defined the concepts of scientific thinking and biological experiment teaching via literature research method,In addition,we summarized the domestic and overseas research status of experimental teaching and scientific thinking.At present,the research literature on using experimental teaching method to cultivate student scientific thinking are mainly focus on how to do teaching design,but only few reports revealed how to cultivate student scientific thinking strategy.Besides,in the biology experiment teaching,ralatively few studies are about the practical research and the analysis of the practical results of cultivating scientific thinking.This study took,the third,fourth and fifth chapters of Biology Compulsory No.1 Middle School of People's Education Press as teaching practice contents.4 classes of senior school are investigated.In which,2 key classes are designed as a experimental group,and two ordinary classes are a group of controlled experiments.Before teaching practice,students are tested with the self-compiled pre-test paper of scientific thinking.Based on the analysis results of pre-test paper and related literature,We proposed the strategies of cultivating scientific thinking in biological experiment teaching.After teaching practice,students are tested with the "Scientific Thinking Post-test".Then the results of pre-test and post-test are analyzed.By analyzing the results of the pre-test and post-test,it is found that:(1)Biological experiment teaching focusing on scientific thinking training can effectively improve student ability of scientific thinking.(2)Biological experiment teaching,which pays attention to scientific thinking training,plays different roles in promoting different levels of scientific thinking in different classes.Among them,the biology experiment teaching which pays attention to the training scientific thinking can promote the development of each level of scientific thinking of key class students,while the ordinary class can promote the development of students' scientific thinking level 1,3 and 4.(3)Biological experiment teaching,which pays attention to scientific thinking training,has a better effect on improving the level of scientific thinking of key class students and the level of scientific thinking of ordinary class students.Overall,paying attention to the training of scientific thinking in biology experimental teaching is beneficial to develop student scientific thinking ability.This study proposed experimental teaching strategies and teaching practice cases in order to provide teachers with teaching reference.