Research On The Teaching Practice Of Biological Concept Teaching To Scientific Thinking Cultivation

The new curriculum reform in our country is developing towards unit integration and big concept teaching,the core quality of the subject has attracted much attention.As the basic knowledge,the concept of biology is of great significance to the development of the core quality.How to cultivate the core quality of the subject from the concept and put the quality development into practice in the specific teaching work?Based on this problem,this study starts from the concept teaching,selects the core quality of scientific thinking,and combines the teaching practice to explore the role of concept teaching in cultivating students' scientific thinking,gradually improve the implementation strategies and approaches of concept teaching,in order to raise the attention of teachers and students to the development of scientific thinking,and promote the comprehensive development of students' literacy.This research includes the following contents:Firstly,combining with the literature,the research background,current situation,concept definition and theoretical support of"concept teaching to cultivate scientific thinking" are sorted out.Secondly,in order to obtain the actual teaching situation,the questionnaire survey and interview method were used to investigate the biology teachers and students from Laiwu No.4 Middle School in Jinan,and the factors affecting the concept teaching and the development of scientific thinking were analyzed from the two aspects of teachers and students.Thirdly,in order to carry out the teaching practice research smoothly,this paper analyzes the logical relationship between the concept teaching and the cultivation of scientific thinking in combination with biology textbook I "Molecules and Cells",and sums up the feasible teaching approaches.Fourthly,four classes of the Laiwu No.4 Middle School were selected and randomly divided into the experimental group and the control group.The experimental group guided students to learn concepts independently by teaching strategies and innovative teaching activities,and developed scientific thinking in concept internalization.The control group mainly used teaching method to guide students to think about problems,the teaching progress and content are as consistent as possible with the experimental group.After the teaching is over,through the preparation of test questions and self-evaluation scales,a qualitative and quantitative analysis of the development of students' scientific thinking is carried out.Fifthly,the conclusion of the research is summarized,and the reflection and prospect are carried out in combination with the research results.Through practical research,we find that:(1)Rational use of concept teaching strategy can mobilize the scientific thinking activities of learners,and then play the role of scientific thinking training.The average score of the experimental group is higher than that of the control group,and the self-evaluation scores of critical thinking,deductive and reasoning thinking,induction and generalization thinking are higher than that of the control group.(2)Learners use scientific thinking methods to deepen the understanding of concepts,improve the conceptual knowledge system,and lay a foundation for the development of thinking.(3)At present,high school biology teaching still needs to improve the importance of teachers and students to concept teaching and scientific thinking training.To sum up,this study deeply discusses the role of concept teaching in cultivating scientific thinking,enriches teaching cases and research ideas,and hopes to provide reference value for basic teaching work.