A Practical Research On Training High School Students’ Deductive Reasoning Ability Based On Micro-course

The Biology Curriculum Standards for General Senior High School(2017 Edition)clearly points out that biology teaching should aim at developing students’ "discipline core literacy".Whether development is the starting point or the lifelong development of students is the goal,scientific thinking plays an important role.Deductive reasoning ability is an important part of scientific thinking in the core literacy of high school biology,and cultivating students’ deductive reasoning ability is also the basis for scientific inquiry activities.While constructing core concepts in high school biology teaching,it involves a large number of higher-order thinking activities.It is of practical significance to cultivate students’ deductive reasoning ability in this process.It can not only help students answer biological questions,but also effectively improve the rigor and coherence of students’ thinking.However,the current research on deductive reasoning ability is still at the theoretical level,and it is only widely used in other disciplines such as psychology and mathematics,but the related research in the field of biology teaching is few and not deep enough,and needs further research and improvement.Therefore,with the rapid development of information technology today,many new teaching methods have emerged,and micro-courses have emerged as a learning resource with the characteristics of being short,concise,convenient,and supporting a variety of learning environments.Proper use of microcourses can effectively stimulate students’ interest in learning,guide students to gradually change from passive learning to active learning,and help students better internalize knowledge.Based on this,this paper selects the representative teaching contents of "Molecules and Cells",the compulsory high school biology course of the People’s Education Edition--"Exploration of Cell Membrane" and "Principles of Photosynthesis".And adopt the combination of "micro-course" and "deductive reasoning ability",and strive to help students open the shackles of thinking from the perspective of micro-course,and provide practical suggestions for biology teaching.This study firstly reviewed a large number of literatures to understand the research status,related concepts and theoretical basis of deductive reasoning ability and micro-course at home and abroad.Interviews were conducted on how teachers cultivated deductive reasoning ability and their understanding of micro-courses,and the level of deductive reasoning ability of high school students in solving biological problems was known through questionnaires.Secondly,study the textbook,taking the high school biology compulsory one as an example,and select representative chapters for micro-course design and teaching design respectively,and apply them to specific classroom teaching practice.Informal interviews to understand students’ perceptions and feelings.In the same way,post-test questions are compiled around knowledge points such as "the principle of photosynthesis",so as to test the ability level of students after teaching practice.Finally,according to the pre-and post-test scores and students’ attitudes,it is judged whether the micro-course is effective in cultivating students’ deductive reasoning ability,and then the improvement suggestions and prospects are put forward for the deficiencies in the practice process.Through this practical research,it was found that:(1)Students’ biological deductive reasoning ability needs to be improved,and lack of active reasoning awareness.(2)The teaching method based on micro-course can effectively improve students’ biological deductive reasoning ability.(3)The application of micro-course requires the guidance of teachers.Through investigation and analysis,it can be seen that teachers pay less attention to the cultivation of students’ deductive reasoning ability.In the teaching process,there is always a phenomenon of focusing on results and ignoring the process.As a result,students’ ability to analyze,summarize and describe information needs to be further improved.This also emphasizes the emphasis on students’ autonomy.The construction of knowledge system,the importance of learning to summarize and explain the reasons independently.From the post-test scores and students’ feedback,it is found that with the blessing of microcourses,the intuitive and vivid videos can more effectively arouse students’ interest in learning,make students feel the charm of biology,and be willing to actively link relevant knowledge and reasoning to draw conclusions,thereby improving students’ scientific thinking ability and promoting the development of deductive reasoning ability.In addition,students have limited thinking ability.Teachers need to guide students to think actively through micro-courses,use logical reasoning to solve problems,help students understand more complex and abstract knowledge,and achieve effective teaching in efficient classrooms.Therefore,in the future teaching work,teachers should try their best to explore the content of new teaching materials that can use micro-courses to cultivate students’ deductive reasoning ability.This paper puts forward some suggestions for the deficiencies in practice,and makes some reflections and prospects,hoping to have a certain reference for the teaching of biological deductive reasoning in high school in the future.