Exploration Of Biology Teaching Design In Senior High School Based On The Cultivation Of Rational Thinking

With the development of the times,the social demand for talents has gradually changed into a mental worker with creative thinking and rational analysis ability.Rational thinking,as one of the contents of biological subject literacy in thinking education,urgently needs to be implemented in practice.However,under the pressure of college entrance examination and many other aspects,the front-line workers in the education industry pay more attention to the teaching of subject knowledge,ignoring the cultivation of students’ rational thinking and personality development.As a concentrated reflection of teaching preparation,how to infiltrate rational thinking in all aspects of teaching design has become an important research topic.Therefore,this paper is devoted to exploring the teaching research of rational thinking in practice,aiming at responding to the call of the new curriculum reform and the needs of the development of the times.Firstly,this paper defines and interprets the related concepts by using the method of documentary research.In view of the late research and imperfect development of thinking education in China,it expounds the necessity of rational thinking in the current form of talent training in China.Secondly,with the help of the experience gained from the teaching practice,combined with the suggestions of the tutors and other colleagues,this paper combs out the biology teaching knowledge of senior high school suitable for cultivating rational thinking and its entry points,and summarizes the knowledge points and their corresponding rational thinking connotations.Based on Piaget’s teaching theory,this paper makes an all-round theoretical analysis of the learners,teaching links and teaching evaluation involved in the teaching process.In the teaching links,the advanced thinking method of internalization of exercises is based on the guidance of lessons,the construction of new knowledge,the promotion of summaries,and the grasp of basic concepts,the attention to experimental process,the grasp of teaching contents and the reproduction of scientific historical materials.Starting with the analysis,this paper puts forward some problems that should be paid attention to when implementing rational thinking: first,we should grasp the students’ existing cognitive level and have new ideas in guiding lessons;second,we should have pertinence in constructing new knowledge and then decentralize classroom summaries and students;thirdly,we should internalize their skills;lastly,we should objectively and comprehensively evaluate teaching.Based on the above analysis,three detailed teaching cases are designed.The students of Class 7 and Class 8 of Grade 1 in the experimental middle school are taken as the objects.The number of students taking notes in class,the number of lectures in class,the number of self-study in the evening are taken as the evaluation criteria.The thinking logic and expressive ability of the number of biologists and their speech are consciously explored.The methods of interview and classroom observation are taken as the evaluation methods,and the practice of education is carried out.Research to verify its scientific and effective.The results show that in the experimental class,the classroom atmosphere activity and participation are significantly improved,the number of note-taking,self-talk,self-study and self-study at night are significantly increased,the logical meticulousness and expressive ability of speech are significantly enhanced,and the effect is more obvious with the increase of the number of practice.It can be seen that the implementation of rational thinking can increase students’ desire and interest in inquiry,enhance their rational thinking,inquiry ability and expression ability,and help to cultivate talents with sound personality and lifelong development literacy.To a certain extent,this paper enriches the theoretical system of rational thinking training,advances the ideas and cases of its implementation in classroom practice,completes practical teaching examples and effect analysis,and provides support and reference for the future application of rational thinking in classroom practice.However,there are still some areas to be explored: the content of the textbook on rational thinking is incomplete,the number of case design and practice classes is too small,and the traceability study of its teaching effect is not carried out.