A Practical Study Of High School Biology Teaching Based On BOPPPS Model To Cultivate Students' Scientific Thinking

The BOPPPS model is a feedback-based curriculum design model which emphasizes student-centered teaching and focuses on instructional interaction.The model is based on constructivist theory,dialogue teaching theory as well as triadic reciprocal determinism.In recent years,this model which focuses on stimulating students' initiative and improving the thinking ability has been widely applied to the field of effective instructional design.Along with the reformation and development of education,the “Biology Curriculum Standards in High School”,published by the Ministry of Education in 2018,clearly pointed out that the key competencies of biology should contain life concepts,scientific thinking,scientific exploration and social responsibility.Moreover,the scientific thinking means understanding things with scientific thinking,cultivating the thinking habits and abilities in solving practical problem.To sum up,the BOPPPS model is applied to improve the initiative of students,develop the thinking ability,so it is necessary and feasible to relate the model to cultivating scientific thinking.As mentioned above,this study attempts to apply the BOPPPS model to the cultivation of scientific thinking in biology teaching of high school,and provides a reference for cultivation of scientific thinking in the case of educators working hard to implement the key competencies in teaching.In this study,literature research,reading course standards,reading educational books and other methods were firstly adopted.The background and purpose of the research,the dynamic analysis of the research and the research trends at home and abroad are summarized.Then we analyzes each link of the BOPPPS curriculum design model,and follow the steps of model to teach through teaching case analysis.Ana the typical cases are sorted out,adjusted and practiced.Then we do the pretest.Due to the research object are the senior one students,we conduct the independent sample T tests on the results of senior high school entrance examination of these students to test whether the pre-experiment scores are significant.In mid-September,a questionnaire on the status of the cultivation of scientific thinking in the biology teaching of highschool is issued,and we collect and analyze the information of questionnaire and conduct the independent sample T tests on five dimensions of students' scientific thinking.The results show no significant difference.Therefore,these four classes can be used for next teaching practice.In addition,class 10 and 12 are set as control group,while class 3 and 6 are experimental group for teaching practice.The control group follows the same teaching model as the other classes,while the experimental group follows the teaching model which is incorporated the BOPPPS model.The teaching practice lasts four months,and after practice,through retesting the abilities of scientific thinking and analyzing the final grades we acquire the experimental data to validate the effect of this model on cultivation of scientific thinking in biology teaching of high school,and draw a conclusion.(1)Practical study of BOPPPS model in high school biology is benefit to improve of students' profundity,flexibility,agility and originality of scientific thinking.We can see that the P values of flexibility,criticality,agility and originality in the five qualities of scientific thinking in the control group(class 10 and class 12)are all greater than0.05 from the experimental data.While the P value of profundity is less than 0.05.This shows that traditional teaching has a more obvious effect on improving the quality of profundity.Experimental group(class 3 and class 6)before and after the measurement of the five qualities of scientific thinking showing that the P values of profundity,flexibility,agility and originality were all less than 0.05.This shows that the four qualities of scientific thinking before and after the experiment are significantly different between the two classes in the experimental group,while the difference of critical quality is not significant.And showing that the practical study of BOPPPS model in high school biology is benefit to improve of students' profundity,flexibility,agility and originality of scientific thinking.The post-test results of the five qualities of scientific thinking in the control group and the experimental group showed that profundity,flexibility,agility and originality were all less than 0.05.This shows that the four scientific thinking qualities of the two classes in the experimental group after the experiment are profundity,flexibility,agility and originality,which are significantly improved compared with the control group.(2)Practical study of BOPPPS model in high school biology is benefit to improve of boys' scientific thinking level is more obvious than girls'.The comparison of the five qualities of scientific thinking of girls and boys in the control group(class 10 and class 12)can be seen that among the five qualities of scientific thinking inthe control group,the P values of flexibility,criticality,agility and originality were all greater than 0.05,while the P value of profundity quality was less than 0.05.It can be considered that the traditional teaching has a promoting effect on the improvement of girls' scientific thinking quality,while the other four qualities have no obvious promoting effect.And the boys before and after the results can be seen that the P value of the five qualities of boys' scientific thinking is greater than 0.05.This shows that the five qualities of scientific thinking of boys in the control group didn't change significantly before and after the experiment.In general,the traditional teaching may promote the profundity of girls' scientific thinking,while the improvement of the other four qualities of scientific thinking in girls and the five qualities of scientific thinking in boys is not obvious.The comparison of boys and girls in the experimental group(class 3 and class 6)can be seen the P value of profundity,flexibility,agility and originality in the two classes of the experimental group was less than 0.05,while the P value of critical is greater than 0.05.So practical study of BOPPPS model in high school biology is benefit to improve the four qualities of girls' scientific thinking are profundity,flexibility,agility and originality.It can be seen from the comparison of the measured data of boys before and after that the P values of the five qualities of scientific thinking of boys in the experimental group are all less than 0.05.It can be concluded that the biology teaching in high school based on BOPPPS model plays a certain role in promoting the improvement of boys' five qualities of scientific thinking.(3)High school biology teaching based on BOPPPS model has a more obvious effect on the improvement of the achievement of the top and the bottom students than that of the middle students,while the model can enhance students' interest in studying high school biology.The final scores of the experimental group and control group and the independent sample T test were obtained the final scores of the experimental group and the control group were less than0.05.This indicates that there is a significant difference in the final scores between the control group and the experimental group.The comparison of scores of subjective and objective questions can be seen that students in the experimental group also scored higher than those in the control group.It can be further proved that the biology teaching in high school based on BOPPPS model is beneficial to the cultivation and development of students' scientific thinking.According to the statistics of the progress of the students in the experimental group and the control group,the BOPPPS model based biology teaching in high school may be more beneficial to the improvement of the grades of the top and the bottom students.Compared with traditional teaching,it has more advantages to promote the achievement of middle school students.Then theexperimental group and the control group of high school biology students to choose the number of subjects can be found more students chose biology than the two control classes.It may be considered that the high school biology teaching mode based on the BOPPPS model has higher student participation.And it will be helpful to increase students' interest in biology.It can also make students experience more fun of studying biology and motivate them to study this subject further.