| Future education should conform to the trend of social development and cultivate students’ necessary ability to adapt to social development and meet future challenges.Scientific thinking is an important goal of biology course and a key ability related to the development of students’ life.Therefore,scientific thinking education should be carried out in biology to help students master the disciplinary concept and mindset,and be able to use scientific thinking to solve problems and make decisions.However,the cultivation of scientific thinking is a more challenging teaching requirement than previous biology courses,which needs to be gradually cultivated through each class or activity.Through literature research,this paper combs the theoretical basis and practical research of scientific thinking and the activity of students’ problem-explanation,then compiles teachers’ questionnaire and students’ questionnaire.Through the teacher questionnaire,we can understand the cognition of senior high school biology teachers on scientific thinking,the current situation and obstacles of cultivating students’ scientific thinking in the biological examination paper evaluation class,and the utilization of the activity of students’ problem-explanation.Through the student questionnaire,we can understand the scientific thinking level of high school students,and difference of scientific thinking level in different groups of students.Two classes with no significant difference in the pretest were selected as the research objects to sort out the principle and process of the activity of students’ problem-explanation in the biological examination paper evaluation class.In the process of research,the experimental class carried out the the activity of students’ problem-explanation,which including five links,talking about the topic,solving the problem,talking about the rules,talking about the reflection and other students’ evaluation,while the control class used the traditional teaching method of examination paper evaluation,and other irrelevant variables remained the same and appropriate.The teaching practice was carried out for 10 times,and classroom observation was carried out every time.After the 4th and 10 th teaching practice,paper-pencil tests were carried out respectively.After the end of the whole study,interviews were conducted with the experimental class.Through analysis,the dissertation gets some conclusions.(1)the activity of students’ problem-explanation is feasible in the biological examination paper evaluation class.The classroom atmosphere of the experimental class is relaxed and pleasant,students can adapt to and are willing to continue to carry out the activity of students’ problem-explanation,and it has the characteristics of ‘high student participation and excellent classroom quality’,achieve the expected teaching effect.(2)the activity of students’ problem-explanation can significantly improve senior high school students’ scientific thinking.The questionnaire shows that students’ scientific thinking level is low.However,after continuing to carry out the activity of students’ problem-explanation,the results of SPSS analysis show that the ability of students to use scientific thinking methods has been greatly improved.Among them,induction and generalization,model and modeling,critical thinking and creative thinking are improved more significantly.the activity of students’ problem-explanation can also promote the development of scientific thinking at all levels,and more significantly improve the level of scientific thinking level 2 and level 4.From the interview,we can see that the activity of students’ problem-explanation are also helpful to the formation of other literacy.(3)the activity of students’ problem-explanation can effectively improve students’ academic performance and narrow the academic gap.SPSS analysis of the four tests during the activity of students’ problem-explanation found that,students’ academic performance has improved significantly,and the academic gap has gradually narrowed.With the promotion of the activity of students’ problem-explanation,students’ scientific thinking level and academic performance are constantly improving,which reflects the positive correlation between scientific thinking level and academic performance to a certain extent.(4)the activity of students’ problem-explanation has changed the way of teaching and learning.Teachers have changed the traditional indoctrination teaching and the idea of valuing knowledge over ability and method,to develop the educational concept of guiding students to explore,emphasizing both knowledge and ability.Students have changed from passive listening to active learning.So that,Students’ interest in learning has been improved,their confidence in learning biology has also been enhanced,and they generally feel that learning is happy.It can effectively improve students’ scientific thinking to carry out the activity of students’ problem-explanation in senior high school biological examination paper evaluation class,and teachers can carry out the application according to the teaching practice.This study also puts forward teaching suggestions combined with teaching practice,in order to provide valuable reference for front-line teachers. |
