| Based on the current situation and needs of biology teaching,this study proposes a knowledge visualization teaching method based on the background of the times and the requirements of the curriculum standard to develop students’ biological science thinking.On the basis of reviewing the literature,the research status of knowledge visualization and its application in the teaching of various disciplines are analyzed,and the research content,ideas,methods and significance of this research are clarified.Guided by brain science theory,constructivist learning theory and constructivist learning theory,this paper puts forward the practical research of knowledge visualization to develop students’ scientific thinking,tries to integrate knowledge visualization tools into biology classroom teaching,and develops students’ scientific thinking in the process of teaching.During the practical research,high school biology teachers from a middle school in Taiyuan City were selected to conduct interviews to understand their understanding of knowledge visualization in teaching and the cultivation mode and current situation of students’ scientific thinking,and two parallel classes were selected to distribute questionnaires to understand students’ cognition and acceptance of knowledge visualization teaching.And analyze the current situation learned.Combined with the knowledge visualization tools studied,based on the characteristics of knowledge visualization teaching,the knowledge visualization teaching strategies and teaching principles for developing students’ biological scientific thinking are proposed.And screen out the knowledge content applicable to knowledge visualization tools in the compulsory high school biology course of the human education version,and sort it out into a table for reference.Taking a compulsory molecule and cell to explore the respiration mode of yeast and the transmembrane transport of substances as an example,a teaching case of knowledge visualization teaching to develop students’ scientific thinking is designed,which provides reference for teachers’ teaching.In the process of practical research,the author took two parallel classes of the first class and the third class of a middle school in Taiyuan City as the research object,of which the first class was an experimental class,and the relevant teaching was carried out through the knowledge visualization teaching method,and the third class was used as a control class,mainly teaching in the original teaching method,and carried out teaching practice for two and a half months.After the practical research,the paper-and-pencil test of the unified examination and the scientific thinking level questionnaire were used to test the improvement of the academic performance and scientific thinking level of the two groups,so as to test whether the knowledge visualization teaching was effective in developing students’ scientific thinking.The data of the test results were sorted out and analyzed by SPSS software,and the following conclusions were drawn: the teaching activities of knowledge visualization to develop students’ scientific thinking can improve students’ classroom participation and learning enthusiasm in biology classes to a certain extent,help students form the habit of cooperative learning and discussion and communication in the learning process,learn to independently summarize and analyze the content of the knowledge learned,and students’ academic performance is also improved,and at the same time obtain certain experimental inquiry ability,analysis and induction ability and model construction ability.Developing students’ core literacy and improving students’ scientific thinking is a long-term and arduous task,and the teaching principles and teaching cases proposed by this institute need to be continuously improved by IIIfollow-up research,and will continue to be studied in depth in the future,hoping to provide more teaching reference and advice help for front-line teachers. |
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