An Empirical Study On Question-string Teaching Based On The Development Of Students' Scientific Thinking

Scientific thinking refers to a kind of thinking habit and ability that the thinking subject uses logical thinking,critical thinking,creative thinking and other scientific thinking methods to explore and explain biological phenomena and problems,reveal biological laws,and examine or demonstrate biological social issues based on facts and evidence.Furthermore,the question-string teaching based on the development of students' scientific thinking pays more attention to the hierarchical,systematic,logical and scientific design of the question-string so as to promote the development of students' scientific thinking.This research intends to apply the question-string teaching design based on the development of students' scientific thinking to teaching practice,and establish scoring standards to detect the development and change of students' scientific thinking level based on SOLO(Structure of the Observed Learning Outcome)classification evaluation theory,in order to evaluate the teaching effect of the question-string,providing reference and reference for effectively promoting the development of students' scientific thinking in practical teaching.This research mainly adopts the methods of literature research,interview investigation and experimental research.Firstly,on the basis of collecting and analyzing the research status and progress of "scientific thinking" and "the question-string teaching",this paper attempts to construct a question-string design idea based on the development of students' scientific thinking and design teaching cases.Secondly,according to SOLO's classification and evaluation theory,the scoring standards for multiple-choice questions,fill-in questions and essay questions are established.Then,Through interview and investigation,make difficult presuppositions and countermeasures;Third,the test paper with high reliability and validity is used for the pre-test of thinking level,and the two classes with insignificant difference are selected for the difference teaching,and the post-test of thinking level is carried out again after the experimental teaching.The research results show that in senior high school biology teaching,a feasible evaluation scheme for detecting the change of students' thinking level can be designedbased on SOLO classification evaluation theory.Through the practical study of four teaching cases,the results show that before the experimental teaching,P>0.05(P1=0.98,P2=0.913,P3=0.106,P4=0.316),and there is no significant difference.After the experimental teaching,the test results P<0.05(P1=0.032,P2=0.024,P3=0.046,P4=0.017),indicating that after the experimental teaching,there is a significant difference between the experimental class and the control class,and the thinking test value of the experimental class is higher than that of the control class on average.This shows that the question-string teaching based on the development of students' scientific thinking can more effectively promote students to analyze biological phenomena and solve biological problems by using scientific thinking methods such as "deduction and reasoning","model and modeling".