Research On Teaching Practice Of Biology Unit In Senior High School Based On Scientific Thinking Cultivation

Scientific thinking is one of the core qualities of biology.Good scientific thinking can improve students’ ability to understand the world and have healthy psychological quality in order to face the changeable society nowadays.How to cultivate students’ scientific thinking in the actual teaching process has become a problem that teachers need to focus on.Unit teaching emphasizes the integrity of teaching objectives and teaching contents,and can pay attention to the comprehensiveness of scientific thinking and the depth of thinking.Therefore,whether unit teaching can promote the development of students’ scientific thinking has become a problem that front-line teachers need to focus on research and discussion,so that the cultivation of scientific thinking is finally implemented in classroom teaching.Through the study of relevant literature,it is found that the characteristics of unit teaching and its teaching mode can improve the thinking method,integrate the thinking ability and implement the depth of thinking,and can better develop students’ scientific thinking.Based on the above background,combined with the characteristics of biology and senior high school students,referring to the design ideas of unit teaching at home and abroad,put forward the general process of unit teaching design based on the cultivation of scientific thinking,and then implement the cultivation of students’ scientific thinking.Firstly,the relevant concepts of scientific thinking and unit teaching are defined.Secondly,questionnaires and interviews were used to investigate the current situation of unit teaching among middle school biology teachers in Xi ’an city,so as to understand the teachers’ cognition of unit teaching and the problems in the process of using unit teaching.Then,combined with the existing unit teaching and scientific thinking training research results,summarize and extract the characteristics and models of biology unit teaching based on scientific thinking training in high school,and put forward the general process of unit teaching design based on scientific thinking training.In addition,the case design of unit teaching was carried out with chapter 3 and 4 "Population and Community" of compulsory biology of Senior high School,and the teaching practice was carried out in class 3 and Class 4 of grade 2 in the practice school.Finally,the practice effect of biology unit teaching based on scientific thinking cultivation in senior high school was evaluated by means of unit stage test,student self-evaluation scale and teacher interview.The specific results of practice are as follows:(1)Analysis of unit post-test scores of the control class and the experimental class: the average score of the experimental class is 3.81 points higher than that of the control class,and there is a significant difference in the development level of scientific thinking between the two classes(P<0.05);(2)The data of students’ self-evaluation scale of scientific thinking were analyzed: in the aspects of induction and generalization,deduction and reasoning,and critical thinking,the average score of the experimental class was higher than that of the control class,and there were significant differences(P<0.05);There was no significant difference in model and modeling between the experimental class and the control class(P>0.05);(3)Interview results: Unit teaching can cultivate students’ scientific thinking.Compared with traditional teaching,students have more participation in unit teaching,but unit teaching takes longer time.Through the above theoretical and practical research,the following conclusions are finally drawn:(1)Biology teachers have a high cognition of unit teaching and recognize the importance of unit teaching in biology.However,due to "lack of experience" and "insufficient methods",the actual development of unit teaching is not high.Among them,the most concerned link is the design of unit teaching activities;(2)The characteristics and modes of unit teaching and the general process of teaching design proposed in this study have a certain guiding effect on the development of unit teaching based on the cultivation of scientific thinking;(3)It can effectively improve students’ scientific thinking to carry out unit teaching with the main line of "creating situation-decomposing task-designing activities".It mainly improves students’ ability of induction and generalization,deduction and reasoning,and critical thinking.(4)Students’ participation is higher in unit teaching than in class teaching;However,the heavy task of unit teaching and the large amount of class hours pose great challenges to both teachers and students.