Practical Research On Cultivating Senior High School Students’ High-order Thinking Ability In Biology Based On The Solution Of Inferior Structure Problem

Ill-structured problems refer to problems that originate from real problem situations,the information of solving problems is complex and difficult to distinguish,and the solutions are diversified.The process of solving ill-structured problems focuses on the design of solutions to ill-structured problems,which is an exploratory and designed practical process.In this process,problem solvers need to deeply understand and process knowledge,creatively transfer and apply knowledge,and change learning methods to achieve the purpose of cultivating higher-order thinking ability.Higher-order thinking ability,as an essential skill for learners to survive and develop,is an indispensable comprehensive ability for students.Solving ill-structured problems is a good way to cultivate students’ higher-order thinking ability.If we can reasonably teach students based on solving ill-structured problems in biology class,it will be of great help to improve students’ higher-order thinking ability.Through consulting a large number of documents,it is found that there is little research in this field in China.Therefore,we try to implement the teaching based on ill-structured problem solving in senior high school biology class to cultivate students’ higher-order thinking ability and explore its specific influence.In this study,literature research,questionnaire survey and educational experiment were used to analyze and explore the application of ill-structured problem solving in biology classroom teaching to cultivate students’ higher-order thinking ability.First of all,through the questionnaire survey of students,we can understand the existing level of students’ higher-order thinking ability from different perspectives.Secondly,it analyzes the internal relationship between the problem of inferior structure and the cultivation of students’ higher-order thinking ability and the principles of teaching design.Thirdly,referring to the teaching mode of ill-structured problem solving put forward by American scholars,combining with the questionnaire survey of students and the analysis of ill-structured problems and higher-order thinking ability,this paper reconstructs the teaching mode of ill-structured problem solving,which is more suitable for cultivating students’ higher-order thinking ability in senior high school biology classroom teaching.Finally,the changes of higher-order thinking ability of students in the experimental group and the control group before and after the implementation of the teaching practice of ill-structured problem solving are compared.The experimental results show that the teaching based on ill-structured problem solving has the following effects on cultivating students’ higher-order thinking ability:First,the teaching based on ill-structured problem solving can significantly improve students’ ability to distinguish,organize,attribute,check,judge,generate and plan.Secondly,compared with conventional teaching,the teaching based on ill-structured problem solving has no significant effect on improving students’ generating ability.In order to better implement classroom teaching based on ill-structured problem solving in front-line teaching,the following teaching suggestions are put forward:First,set up classroom practice activities reasonably in the classroom based on ill-structured problem solving.Secondly,the knowledge base information developed in the teaching classroom based on ill-structured problem solving should be concise.Thirdly,we should attach importance to problem guidance and cooperative learning in classroom teaching based on ill-structured problem solving.