Practical Research On Cultivating Students’ Scientific Thinking In High School Biology SSI Teaching

While the development of science and technology has brought a positive impact on people’s lives,it has also brought a series of controversial social science issues(SSI).On the basis of studying curriculum standards and literature,this research clarifies the feasibility of cultivating students’ scientific thinking through SSI teaching from a theoretical level.Therefore,this thesis mainly conducts practical research on the effect of high school biology SSI teaching in cultivating students’ scientific thinking.Through an online questionnaire survey of Changsha senior high school biology teachers,it is concluded that although teachers have problems and deficiencies in understanding SSI and cultivating students’ scientific thinking,most teachers have a high acceptance of SSI teaching and are able to pass SSI.Teaching to cultivate students’ scientific thinking ability.Since the curriculum standard divides scientific thinking into four levels,it reflects the hierarchical goals of the development of scientific thinking,and the content describing each level of scientific thinking includes corresponding scientific thinking methods.This research combines Bloom’s cognitive target classification theory and the concepts of scientific thinking methods.Based on the different level requirements of each scientific thinking method based on the curriculum standards,the scientific thinking method is divided into I-1 and I-2.,I-3 three levels,deduction and reasoning are divided into D-1,D-2,D-3 three levels,model and modeling are divided into M-1,M-2,M-3 three levels,critical Sexual thinking is divided into a level of C-1.And the scientific thinking method and its level correspond to the level of scientific thinking,so that teachers can choose the appropriate scientific thinking method and help students reach the corresponding level of scientific thinking.Taking the PEP version of the high school biology optional compulsory one textbook(2019 edition)as an example,according to the arrangement order of the text content,the scientific thinking methods and levels used in the relevant content of the textbooks and the scientific thinking that students should achieve after learning are analyzed.Level.At the same time,sort out the SSI contained in the textbook,clarify the principles of scientific thinking cultivation,and how to choose the appropriate SSI to cultivate students’ scientific thinking.Design the SSI teaching model from the perspective of cultivating students’ scientific thinking,and choose the appropriate teaching strategy.Taking the SSI included in the textbook and the SSI selected from current affairs hotspots as examples,two teaching cases are designed for practice.Based on the SOLO classification theory and curriculum standards,the characteristics of the examination questions for different levels of scientific thinking are clarified,and the examination papers are prepared and tested based on this.Through SPSS26.0 software to analyze the scores of the experimental class and the control class,the results show that SSI teaching can promote students to achieve the four levels of scientific thinking,and has a significant effect in promoting students’ scientific thinking levels three and four..Finally,the conclusions of the research are summarized and reflections are made to provide certain ideas for the research of SSI teaching.