Research On Teaching Strategies Of Biology In High School Based On Cultivating Students’ Scientific Reasoning Ability

It is an important means to implement the core quality of biology to pay attention to the cultivation of scientific thinking and scientific inquiry quality in biology teaching.The ability of scientific reasoning is not only an important quality of scientific thinking,but also closely related to scientific inquiry.Compared with the general classification of scientific reasoning ability,the theory of styles of scientific reasoning,which is developed from the joint research of History of Science and philosophy of science,can better reflect the disciplinary characteristics of biology.Meanwhile,based on the development goal of core literacy of biology subject in our country,this research finds that the theory of styles of scientific reasoning is beneficial to the cultivation of scientific thinking and scientific inquiry and has important enlightenment significance to the cultivation of life concept and social responsibility.This research investigated the current understanding and teaching cultivation of scientific reasoning ability of high school biology teachers through questionnaires and found the followings.Although the current majority of first-line senior high school biology teachers agree that the development of scientific reasoning ability is of great significance,the knowledge base of it is insufficient and needs to be strengthened.In the teaching practice,less attention is paid to the cultivation of scientific reasoning ability,which needs the instruction of relevant teaching strategies and case studies.The key to the development students’ scientific reasoning ability lies in teachers,who need to promote their own professional ability carefully and patiently.In addition,the cultivation of scientific reasoning ability also requires the guidance and norm of correct educational value concept.Other practical factors that restrict the ability of scientific reasoning include the limited teaching conditions,the tension in class hours and the existence of individual differences among individual students.Through theoretical discussion and combining with the present situation,this research put forward following biology teaching strategies based on the cultivation of scientific reasoning ability.Foremost,when designing teaching objectives,we should pay attention to formulating explicit teaching objectives of scientific reasoning and make clear the elements of scientific reasoning contained in teaching content.Next,as for the teaching content,we should choose teaching content that accords with the development of scientific reasoning ability and the requirements of curriculum standards,pay attention to presenting comprehensive scientific reasoning process to students,and avoid partial and static content selection.Thirdly,the creation of context should emphasize the real problem of scientific-technology-social connection and attach importance to the penetrating nature of context.Fourthly,the organization of teaching activities should carry out the core of inquiry-based teaching and improve the teaching effect,and the communication of scientific reasoning in group cooperative inquiry is a good way.Finally,the teaching evaluation aspect,including: the evaluation content should highlight the scientific reasoning ability,the evaluation subject strives for multiplication,the evaluation method had better have many kinds.Applying the above teaching strategies to the teaching of molecular and cell modules in senior biology,designing relevant teaching cases and putting them into practice,it was found that the cultivation effect of scientific reasoning ability and academic performance of students in experimental class were better than those in control class.To a certain extent,this verified the feasibility and effectiveness of teaching strategies proposed in this study.The research explored the use of the theory of styles of scientific reasoning in high school biology teaching practice and gave the teaching strategies and compulsory cases of high school biology on the cultivation of scientific reasoning ability,which had certain theoretical and practical significance.It is hoped that this research could contribute to the cultivation of students’ core quality in biology teaching of senior high school.