| With the rapid development of political economy,cultural knowledge,and science and technology,cultivating students’ scientific thinking has gradually become a requirement for national education and personal development.In the "Compulsory Education Biology Curriculum Standard(2011 Edition)",it is clearly pointed out that students should develop the habit of scientific thinking and develop the ability of lifelong learning.Scientific thinking is one of the core qualities of biology.It refers to the habit and ability of using scientific thinking methods to understand things and solve problems on the basis of facts and evidence.It is divided into four levels from shallow to deep.The development of scientific thinking often starts from thinking about problems,and "question string" teaching is to use a set of logically related problems to guide students to think,so as to help students develop scientific thinking while acquiring knowledge.The main content of this research is to propose a "question string" teaching strategy based on the development of scientific thinking and to explore its influence on the development of scientific thinking of junior high school students.The main research ideas are: First,grasp the domestic and foreign research situation of "question string" teaching and scientific thinking through the literature research method,and make theoretical reserves;secondly,use teacher interviews to understand the current situation and countermeasures of junior high school biology teachers’ cultivation of students’ scientific thinking and the "question string" teaching;then combine the relevant theories and current situation understanding,put forward the "question string" teaching strategy for the purpose of cultivating students’ scientific thinking and design the teaching plan;then expand the teaching practice and select different levels of classes(2 honor classes,2 regular classes)as the practice objects,set up a control group and an experimental group respectively,use the self-compiled "scientific thinking pre-test paper" to test the students before practice,and then select the corresponding content for teaching practice;after the practice,use the "scientific thinking post-test paper" is tested,supplemented by classroom observations and teacher-student interviews after practice,to analyze the impact of "question string" teaching on the development of students’ scientific thinking with a combination of quantitative and qualitative analysis;finally,the following conclusions are drawn:(1)"Question string" teaching can effectively promote the development of students’ scientific thinking,and has the same effect on key classes and ordinary classes.After the practice,I found that the overall score of the scientific thinking posttest of the experimental class was significantly higher than that of the control class(Sig<0.05),and then compared the degree of improvement between the two levels,and found that there was no significant(Sig>0.05),which means " question string " teaching can effectively promote the development of scientific thinking of students in two levels of classes,and the promotion effect is the same.(2)The stimulating effect of "question string" teaching on students of different levels is reflected in different levels of scientific thinking,but the effects are same.After the practice is over,the difference between the scores of each thinking level before and after is compared,and it is found that the level two,three,and four of the ordinary class and the level three and four of the key class have significantly improved(Sig<0.05),and then compare the promotion degree of each scientific thinking level that has a promoting effect,it is found that there is no significant(Sig>0.05),which means that "question string" teaching will promote the development of different scientific thinking levels in classes at different levels,but the effect is the same.(3)"Question string" teaching can improve students’ attention and participation in class,and promote students’ active thinking.According to classroom observations and after-class teacher-student interviews,it is found that students’ enthusiasm for learning,enthusiasm for thinking and teacher-student communication in the "question string" teaching is superior to traditional teaching,which can promote the development of students’ scientific thinking.In general,the "question string" teaching strategy based on the development of scientific thinking can effectively promote the development of students’ scientific thinking.At the same time,it provides some teaching cases,hoping to provide a certain reference for the first-line junior high school biology teachers to implement the "question string" to cultivate students’ scientific thinking. |
