A Practical Study On The Problem String Teaching Method In Cultivating Students’ Scientific Thinking In High School Biology Teaching

Scientific thinking was an important part of core literacy in biology,and people with scientific thinking skills could meet the development of society and effectively enhance their lifelong learning ability.Which teaching method could effectively improve students’ scientific thinking ability has become an urgent problem for every educator to solve.Problem string teaching meant that in biology classroom teaching,with the teaching goal as the core,teachers converted the teaching content into a series of questions with logical relationships,distinct levels,and developing students’ core biological literacy,guiding students to use "induction and generalization","modeling and modeling","deduction and inference","critical thinking" and "creative thinking" methods to actively construct the biological knowledge system and promote students’.It was an effective teaching method to promote the development of students’ scientific thinking and eventually promote the achievement of the expected teaching objectives.Based on the above analysis,the study of problem string teaching method in cultivating students’ scientific thinking in high school biology teaching was the topic of this study.The literature analysis method was used to sort out the current status of research on problem string teaching and scientific thinking development,and to define the concepts of "problem string","problem string teaching","scientific thinking" and "scientific thinking method".The questionnaire method was used to understand the current situation of students’ scientific thinking level;the interview method was used to understand the current situation of teachers’ scientific thinking cultivation and students’ feedback on problem string teaching after practice;the "problem string" of scientific thinking cultivation was designed based on curriculum standards,teaching materials and students’ learning conditions.The experimental class was taught using the problem string method and the control class was taught using the conventional method.Students’ scientific thinking tests and biology scores were quantitatively analyzed by Excel and SPSS 18.0 software before and after the teaching practice,and qualitative analysis was conducted to examine the development of students’ scientific thinking by combining the students’ feedback on the problem string teaching,so as to evaluate the effectiveness of this experiment.The results showed that the questionnaire survey indicated that students’ current scientific thinking was at an average level;the interview results reflected that teachers did not interpret the connotation of scientific thinking enough and lacked corresponding strategies in developing students’ scientific thinking.After the problem string teaching practice,the students’ scientific thinking level and biology achievement in the experimental class were significantly higher than those in the control class;compared with the control class,"deduction and reasoning","modeling and modelling","critical thinking" and "creative thinking" in the experimental class were significantly higher than those in the control class.Compared with the control class,the experimental class had the most significant effect in improving four scientific thinking methods,namely "deduction and reasoning","modeling and modeling","critical thinking" and "creative thinking",followed by "induction and generalization";the students’ attitudes toward problem string teaching to improve scientific thinking were favorable,and they thought that the effect of implementation was better.Students agreed that problem strings were effective in improving scientific thinking and believed that they were effective.The problem strings were effective in stimulating students’ thinking activities,focusing their attention,and contributing to the development of students’ scientific thinking.Future research will continue to investigate the important role of problem string instruction in fostering students’ scientific thinking and effective ways to evaluate scientific thinking.