Research On The Practice Of Biology Teaching In Senior High School With Scientific Writing

Science writing is an effective way to cultivate students’ scientific literacy,and also an important way to conduct science education.This study mainly uses questionnaire survey method,quasi-experimental method and other research methods to explore how to implement the biology teaching practice of scientific writing and the influence which debate draft scientific writing leads to students scientific writing ability and biology academic performance.First of all,in order to understand the biology learning situation of high school students,understand the situation of scientific writing and the willingness of scientific writing.51 scientific writing questionnaires were distributed;secondly,taking Class 631 of Jiaocheng Middle School as the experimental class,five teaching activities of debating scientific writing were carried out.Class 634 which was regarded as comparative object didn’t have that activity.and finally,the "Debate Draft Evaluation Scale" with good credit validity(α = 0.801,KMO =0.743)was used for evaluating students’ debates.Experimental results show that:(1)Students learning willingness questionnaire survey,Students(P=83.67%)have a certain understanding of the scientific writing of debate drafts,students(75.59%)are willing to learn and master the biology learning method of scientific writing of debate drafts,and students(P=77.56%)can apply biological knowledge to article writing.(2)Teaching process of scientific writing of debate draft: through the implementation,reflection and improvement of teaching activities,the feasible teaching process of scientific writing teaching of debate draft has been explored.The specific processes are: Teachers raise controversial issues-organize student preview-teachers explain from both positive and negative aspects-Groups discuss from both positive and negative aspects-Students conceive debate drafts-Students write debate drafts-Teacher evaluations-Students optimize debate drafts.(3)Practical activities show that five scientific writing of debate drafts were carried out to teach,and the debate drafts of experimental students were evaluated,and the average scores of the five debate drafts were 38.16,41.21,45.52,48.95,and 51.41,and the average score of the works showed an upward trend.(4)After the teaching practices,the quality of the scientific writing works in the experimental class has been significantly improved.The score of the first debate draft of the students in the experimental class(M=38.16,SD=0.653),the final debate draft(M=51.41,SD=0.918),the independent sample T test(P=0.000<0.05),indicating a significant difference in the scientific writing quality of the students in the experimental class.(5)The final biology score of the experimental class(M=75.67,SD=1.089),the final biology score of the class(M=70.08,SD=1.078)and the T test results of independent samples showed(P=0.000<0.05),indicating that there are significant differences in the biology scores of the two classes,that is,the biology scores of the experimental class were improved after the teaching practice of scientific writing.Debate drafts of scientific writing teaching practice can improve students’ scientific writing ability.Debate drafts of scientific writing teaching practices improve students’ biology academic performance.Finally,three teaching suggestions are proposed to provide reference for educators.