The Practice Research On Cultivation Of Higher Order Thinking Ability Of High School Biology Based On PBL Teaching Model

The 21 st century is a new era that focuses on the development of knowledge and science and technology.The ability requirements for new talents are only increasing but not decreasing.New talents are required to maintain critical and innovative thinking,effectively deal with complex information,satisfyingly solve problems,promote their own ability growth and social development,and the application of high-level thinking ability is born.High-order thinking ability is a kind of comprehensive ability of high cognition level in the process of problem solving,and it is also the development direction of the new curriculum reform.Therefore,how to cultivate students’ higher-order thinking ability in the teaching of specific subjects is one of the research topics of education researchers.First of all,in order to explore the influence of PBL teaching mode(Problem-based Learning)on students’ higher-order thinking ability,this paper summarizes and sorts out the concepts,characteristics and research directions of PBL teaching mode and higher-order thinking ability through sorting out and analyzing domestic and foreign research literatures.Secondly,through a questionnaire survey,this paper conducts an in-depth understanding of the current development status of high school students’ higher-order thinking ability and teachers’ cultivation of it.It is found that most students’ learning thinking is at the lowerorder thinking level,and teachers’ awareness of cultivating higher-order thinking ability is weak and there is no systematic teaching strategy.Therefore,based on Bloom’s cognitive target classification theory and starting from the new biology curriculum standard,the PBL teaching process based on the cultivation of senior biology thinking ability is designed and practiced.Finally,after a semester of PBL teaching,quantitative analysis and qualitative research were conducted.The results show that there are significant differences in the biological higher order thinking ability and its four dimensions before and after the experiment.Compared with the control class,the experimental class has significant difference in the biological higher order thinking ability and its four dimensions.The results of the biological achievement test showed that the scores of the experimental class students did not increase significantly,which may be related to the students’ habit of exam-oriented education.Through interviews with students,it is found that PBL teaching mode is helpful to increase students’ participation in classroom activities,cooperative learning and other behaviors,and improve their problem-solving awareness and comprehensive ability.This study shows that PBL teaching mode can effectively improve students’ high-level thinking ability and optimize their classroom performance.It is hoped that this paper can enrich the research theory of biology PBL teaching mode and higher-order thinking ability,and provide teaching cases and research references for front-line teachers to cultivate students’ higher-order thinking ability.