Research On The Teaching Application Of EBSI Teaching Strategies In Improving The Scientific Thinking Ability Of High School Students

"General High School Biology Curriculum Standards(2017 Edition 2020 Revision)" clearly points out that scientific thinking literacy is one of the core literacy of the discipline required to cultivate in biology,but the cultivation of scientific thinking in China mostly focuses on teaching methods.There are fewer strategies and less operability.Therefore,it is devoted in this study to formulate teaching strategies to improve students' scientific thinking literacy that suit the needs of high school biology teaching,and to provide reference for teachers' "teaching" and students' "learning".There were two parts in the study.In the first part,the internal and external needs of scientific thinking cultivation was explored.The theoretical basis of education,the teaching needs of teachers and students,and the objective requirements of the evaluation of core literacy of disciplines from the perspective of improving scientific reasoning ability were analyzed for providing theoretical basis and reality for the formulation of teaching strategic support.The second part was the main body of the thesis focusing on the construction,implementation and evaluation of teaching strategies to develop students' scientific thinking competence.According to the conclusions drawn from the analysis of relevant theories and practical needs,an Evidence-Based Scientific Inference Teaching Strategy(EBSI)was proposed.Based on the teaching strategy,corresponding design plans and teaching procedures were then given.By making use of the opportunity of educational practice,the students of Senior One(Class 3)taught in XX Middle School in Liupanshui City,Guizhou Province were taken as the research object,which formed a natural control class with the students of Senior One(5)taught by Teacher X(among which the students of Class 3 and Class 5 were compared).There was no significant difference in the monthly test scores of the class by independent sample T test),and the teaching practice research of EBSI teaching strategy was carried out.It was found that students' associations(applying theory to practice),comprehensive application,induction and generalization,model and modeling,critical thinking and innovative thinking had been significantly improved.Therefore,it could be considered that EBSI teaching strategy was effective in improving students 'scientific thinking ability.The continuous promotion of this teaching strategy could help correct and improve the teaching strategy itself,which had great practical significance for implementing the core competence of biology and cultivating students' high-order thinking.