Research On The Cultivation Of Scientific Reasoning Ability In Biology Teaching In Senior One ——Take A Middle School In H City As An Example

Scientific reasoning is an advanced thinking skill,which is an essential element of scientific research.A large number of high order thinking activities are involved in high school biology teaching.If students want to improve scientific thinking through biology education,they must improve scientific reasoning ability.Firstly,according to Piaget’s cognitive development theory and other relevant researcher theories,the definition of scientific reasoning ability is defined.The LCTSR test developed by Professor Lawson’s team was selected as the questionnaire to conduct a questionnaire survey on senior one.The results showed that（1）The scientific reasoning ability of senior one needs to be improved.（2）The development trend of students’ scientific reasoning is unbalanced,and the development trend of students’ conservation reasoning is the best,followed by probability and proportional reasoning,and then controlling variable,relevance reasoning and deduction.（3）There is no significant difference in the level of scientific reasoning between boys and girls.（4）There is a significant difference reasoning scores between the experimental class and the parallel class.Secondly,the current situation of the cultivation of scientific reasoning ability in senior high school biology teaching and the distribution of scientific reasoning ability in molecule and cells.The results are as follows:（1）The majority of senior high school biology teachers recognize the importance of scientific reasoning ability,but the effect of practical cultivation is poor.（2）At present,the teaching modes and evaluation methods for the cultivation of scientific reasoning ability are relatively simple.（3）There are a lot of contents related to scientific reasoning ability in the textbook of molecules and cells in senior high school biology.The corresponding main dimensions are conservation reasoning,relevance reasoning,controlling variable and deduction,while proportional reasoning and probability are less involved.Finally,the teaching strategies of cultivating scientific reasoning ability to students in biological exploratory experiment class,situational teaching class and model teaching class are put forward,based on the analysis of the current situation.It is determined to selected two classes with no significant difference in scientific reasoning ability,class 11 and class 12,were selected as the experimental objects,the parallel class and the experimental class were set up.While using the teaching strategies of the three types of courses in the experimental class,the conventional teaching method was used in the control class.Teaching two classes for a period,the result shows that these teaching strategies can help students improve their scientific reasoning ability.