Practical Study On The Cultivation Of High School Students' Scientific Thinking Based On "The Guiding-Thinking And Inquiring" Teaching Mode

The Curriculum Standard of Biology in Senior High School(2017 Edition)points out that scientific thinking refers to students being able to use methods of induction and generalization,deduction and reasoning,model and modeling,critical thinking,creative thinking and other methods to explain based on biological facts and evidence Life phenomena and laws,and examine or demonstrate the thinking habits and abilities of biological social issues.Scientific thinking,as an important part of biological core literacy,is a bridge for students to put their ideas into action,and how to cultivate students' scientific thinking literacy in classroom teaching is the current hotspot of education.Many educational researchers at home and abroad believe that Inquiry Teaching can effectively develop students' scientific thinking.As one of the concrete forms of inquiry teaching,“the Guiding-Thinking and Inquiry” Teaching Mode refers to a teaching mode in which students continue to think deeply and carry out inquiring learning activities under the Guiding-Thinking point designed by teachers,which enables students to master scientific thinking method and helps students form scientific thinking habits.Therefore,this study will explore the issue of using “the Guiding-Thinking and Inquiry” Teaching Mode to improve students' scientific thinking literacy in high school biology classroom teaching.This study adopts the methods of literature research,questionnaire survey and education experiment method and so on.First,understand the scientific thinking level of high school students through the scientific thinking questionnaire.The analysis found that the scientific thinking level of class 1916 and class 1917 of a senior high school in Guigang City is equivalent.Therefore,class 1916 is used as an experimental class,and “the Guiding-Thinking and Inquiry”Teaching Mode was used.Class 1917 is used as a control class,which is taught in a conventional way.In this paper,the two sections of "The way of transporting matter across membranes" and "exploring the way of yeast cell breathing" were used as course examples of “the Guiding-Thinking and Inquiry” Teaching Mode.After teaching practice,a questionnaire post-testsurvey was conducted on the students' scientific thinking level.At the same time,combined with the comparative analysis of the three post-test scores of the two classes,the following research results were obtained: First,through the analysis of the post-test questionnaire data,it is found that the average of the five dimensions of induction and generalization,deduction and reasoning,model and modeling,critical thinking and creative thinking in the scientific thinking questionnaire of the experimental class are 23.51,20.90,16.76,21.86 and 13.70.The control class is 21.69,19.08,15.13,20.90,13.44.The scores of the experimental class and the control class are higher than the pre-test level.Second,in the independent sample T test of the experimental class and the control class post-test questionnaire,the significance of the experimental class in the three dimensions of induction and generalization,deduction and reasoning,model and modeling are 0.034,0.015,and 0.006,that is,the P value is less than 0.05,Showing significance.Third,the grades of the students in the experimental class are better than the control class.The average difference between the two classes after the first test is 1.12 points,the second is 1.71 points,the third is 3.09 points,and the two classes are tested after the third There is a significant difference in academic performance,with a P value of 0.039.Based on the results of practical research,the author concludes two conclusions: First,“the Guiding-Thinking and Inquiry” Teaching Mode can improve the five dimensions of students' scientific thinking in the high school biology classes,and it has a more significant effect on cultivating students' ability of induction and generalization,deduction and reasoning,model and modeling.Second,“the Guiding-Thinking and Inquiry” Teaching Mode can improve students' academic performance to a certain extent in the high school biology classes.Based on the results of the research,the suggestion of “the Guiding-Thinking and Inquiry”Teaching Mode for future teaching: First,teachers should pay attention to the flexible use of “the Guiding-Thinking and Inquiry” Teaching Mode.Second,teachers should pay attention to the creation of “Guiding-Thinking Points”.Third,broaden the scope of teaching content and carry out research in experimental teaching.