Practice Research Of Cultivating Students' Scientific Thinking Ability In High School Biological Experiment Teaching

Scientific education is the only way to cultivate talents,high-quality and innovative talents are the driving force of national development;in response to the 19 th National Congress of the Communist Party of China,the important idea of "to fully implement the party's education policy" is put forward,and the new curriculum standard emphasizes the cultivation of students' core literacy.As the course tenet of high school biology,the subject core literacy includes four aspects: life concept,scientific thinking,scientific exploration and social responsibility.Scientific thinking,as an important content of core literacy,plays a decisive role in senior high school biology teaching practice;and scientific thinking mainly includes induction and generalization,deduction and reasoning,model and modeling,critical thinking,creative thinking,etc.In this context,teachers need to change their teaching methods and pay attention to the cultivation of students' scientific thinking.Biological experiment teaching is an important way to promote students' scientific thinking literacy.In the process of experimental exploration,students can use observation,induction,generalization and reasoning to solve problems and improvethinking quality.But at present,there are few practical researches on cultivating scientific thinking ability in biological experiment teaching,lack of teaching evaluation and data support,and the effectiveness of cultivating scientific thinking ability needs to be verified.Based on this,this topic attempts to explore the effect of biological experimental teaching on the development of students' scientific thinking ability from a practical perspective,and quantitatively evaluate various types and levels of scientific thinking ability.Based on the analysis of the main scientific thinking abilities in biological experiments,this paper puts forward the experimental teaching strategies aimed at cultivating students' scientific thinking abilities,including the combination of experimental exploration and experimental skills,the combination of qualitative experiment and quantitative experiment,the combination of independent operation and group cooperation,and shows the specific teaching cases.Then take the internship of the first two classes of XX Middle School as the experimental object,carry out teaching practice,and use the two sets of "problems for scientific thinking ability" test papers to test before and after.The analysis of the results before and after the test found that:(1)The implementation of the experimental teaching strategy can promote the overall improvement of students' performance.(2)In terms of the types of scientific thinking ability,the experimental teaching strategyimproves the induction and generalization ability,the model and modeling ability,and the critical thinking ability,but does not improve the deduction and reasoning ability,the creative thinking ability.(3)At the level of scientific thinking ability,the experimental teaching strategy has an effect on the improvement of scientific thinking ability levels one,three,and four,and the improvement of level three is better.Experimental teaching can effectively promote the development of students' scientific thinking ability,but the teaching effect on different thinking and levels is different.There are some needs for improvement in the research process: the scope of the research object is expanded,the cultivation strategy needs to be perfected,and the evaluation methods need to be diversified.I hope to improve it in future practical teaching work.