Practice Research On The Cultivation Of Critical Thinking Ability Of Senior High School Students Based On Group Cooperative

Influenced by traditional education and exam-oriented education,the critical thinking of middle school students is seriously lacking,therefore,in today with characteristics of "excess of knowledge" and "information explosion",it is particularly urgent to cultivate students’ critical thinking.The cultivation of critical thinking has gradually become one of the goals of school education in the world’s basic education reform.With the implementation of the new curriculum reform in China,it is particularly important to cultivate students’ critical thinking in subject teaching,and the increasingly enriched content of biology requires the development of students’ critical thinking.However,at present,the research on critical thinking in China is mostly carried out among college students due to the requirements of social development and the teaching of middle school students is still in the stage of exploration and development in which a systematic theoretical and practical system has not yet been formed.Therefore,taking an example of the biology of senior high school,this paper adopts literature method,questionnaire method and group cooperative inquiry method,and makes practical research on the cultivation of critical thinking of senior high school students,expecting to provide reference for curriculum reform.Firstly,17 biology teachers in S middle school were interviewed about the cultivation of students’ critical thinking ability in biology teaching using semi-structured interviews,and the results showed that most teachers believed that it was necessary to cultivate the critical thinking ability of students in the biology classroom.However,because teachers have not paid enough attention to it,and thus do not implement corresponding teaching measures in teaching.The author conducted a three-month teaching experimental research in the high school biology classroom using the cooperative group teaching mode to take senior one students to be the experimental objects.The research subjects are students in two classes,senior class 107 and senior class 108 of S Middle School in S City,where class 107 of senior one is used as the control class and taught in a traditional teaching model;class 108 of senior one is used as an experimental class taught in a cooperative group model.During this process,the critical thinking level of the two classes was investigated twice before and after using the "California Critical Thinking Tendency Questionnaire-Chinese Version" and "California Critical Skills Test-Chinese Version".The results show that after a three-month teaching experiment,the critical thinking ability of class 108 of senior one has been significantly improved among which the difference before and after of the analytical ability and the confidence of critical thinking is extremely significant;at the same time,due to the unsynchronized learning atmosphere of each class and the physical and mental development of students,the significance of differences in other dimensions is inconsistent,but overall it is significantly improved.Although the self-confidence of students in critical thinking has been greatly improved,it is still at a relatively weak level,which shows that the cultivation of critical thinking ability is not achieved overnight and requires continuous persistence for a long time.The teaching research results show that(1)the cooperative group learning model can indeed be effective in improving the levels of students’ critical thinking tendency;(2)the cooperative group learning model can effectively improve the levels of students’ critical thinking skills;(3)the improvement of critical thinking ability can better improve students’ learning status;(4)it is feasible to carry out group cooperative learning mode in senior high school biology class.In a word,the cultivation of critical thinking ability of students in high school biology teaching requires teachers to train in a planned way and to persevere and consciously infiltrate critical thinking in teaching,and only in this way can obvious results be achieved.