The Cultivation Of Students' Scientific Thinking In High School Biology Teaching In Mianyang City And Suggestions For Improvement

In the 2017 Edition of Biology Curriculum Standards for Ordinary Senior High Schools（hereinafter referred to as curriculum Standards）,scientific thinking is proposed as one of the important dimensions of core literacy of biology discipline.The core literacy of the subject embodies the educational value of the biological subject,in which scientific thinking is the ability and character formed by students through studying biology.With the society’s need for all-round development talents,the implementation of the new college entrance examination and the use of new textbooks,cultivating students’ scientific thinking has become an important task in biology teaching.In order to understand the current situation of the cultivation of students’ scientific thinking in the current high school biology teaching,this paper mainly investigates the cultivation of students’ scientific thinking in some high schools in the form of questionnaires in the form of questionnaires,and analyzes the results of the survey,and proposes corresponding measures.Teaching improvement strategies and suggestions are aimed at providing reference materials for the cultivation of students’ scientific thinking in high school biology teaching,and sharing valuable teaching strategies for front-line biology teachers.The subjects of the survey were front-line biology teachers and second-grade students in two high schools of national demonstration high school,provincial demonstration high school and ordinary high school in Mianyang.A total of 87 questionnaires were received from teachers and 647 from students.The results show that senior high school biology teachers do not have a deep understanding of the connotation of scientific thinking,and lack of initiative to learn this part of the content.Most biology teachers have high enthusiasm for the cultivation of students’ scientific thinking,but most teachers are still in a groping state in the implementation,and have not formed their own teaching system.Teachers understand the current situation of students’ scientific thinking,but the lack of time and energy,the pressure of students’ admission and the lack of corresponding teaching strategies are the difficulties that front-line teachers are currently facing in teaching.Most of the students like biology and think it is moderately difficult for them.The high school students of three different levels showed differences in many aspects of scientific thinking.The similarity lies in that the students of the three different levels of high schools are relatively strong in critical thinking and relatively weak in model and modeling.The difference lies in the differences in the scientific thinking status of the students of the three different levels of high schools.Among them,the differences of the scientific thinking status of the students of the national demonstration high school and the provincial demonstration high school are not particularly obvious,and the differences of the scientific thinking status of the students of the ordinary middle school are significant with the first two levels of high school students.Based on the year-end teaching quality test（biology）of the 2020 grade one senior high school in Mianyang,it is found that the scores of the students of three different levels of high schools are in descending order according to school attributes.The preliminary conclusion of this paper is that high school biology teachers’ understanding of scientific thinking is not deep enough,and they lack the consciousness of learning through multiple channels.In the aspect of cultivating students’ scientific thinking,teachers’ consciousness is very high and the status of students’ scientific thinking is clear at the same time.Due to the difficulties caused by external and teachers’ own factors,the cultivation of students’ scientific thinking in teaching has not been well implemented.By comparing the status of scientific thinking and scores of the three high school students of different levels,it can be found that the status of scientific thinking of the students is related to the source of students,with a positive trend on the whole.Meanwhile,the development of scientific thinking of the students of the three high schools of different levels is not balanced in many aspects.This study puts forward the following teaching suggestions: strategies for cultivating students’ scientific thinking in biology teaching include using the history of science to carry out teaching,attaching importance to and carrying out inquiry experiments,constructing models to assist teaching,and problem guidance to promote thinking.At the same time,teachers should guide students to construct mind maps independently,construct biological concepts and conduct cooperative inquiry learning among students.In addition,teachers should pay attention to the improvement of their professional quality.