The SNP Mode Is Used To Train The Students In Senior High School Biology Teaching The Practical Study Of Scientific Thinking

With the advancement of the new curriculum reform,how to make the students’ scientific thinking quality promotion is the modern educator focus,our high school biology teaching is also more and more attention to develop students generalization,deductive reasoning,model modeling,critical thinking and creative thinking in several aspects of scientific thinking ability.The teaching mode of SNP modeling demonstration teaching has many agreements with the concept of the new curriculum reform.It allows students in the classroom to actively participate in the modeling and demonstration links of the classroom,helping students to better understand the concept of biology.However,SNP modeling demonstration teaching is rarely used in biology classroom teaching,and exploring the cultivation of SNP teaching mode to cultivate students’ scientific thinking requires teaching cases and teaching research evidence,which is the reason for the exploration of this teaching practice.In order to explore the scientific thinking level of students entering high school,this study investigated the current situation of scientific thinking level of all students in a middle school in Harbin,and communicated with front-line teachers about the current situation of scientific thinking training and the understanding of SNP teaching mode.The survey results show that most high school students stay at the level of initially understanding scientific thinking through class,and cannot apply scientific methods when doing the questions.Students are interested in the columns in the textbook and hope that teachers can increase the teaching activities of exercising scientific thinking in the teaching process.The different teachers have different understanding of SNP teaching mode and scientific thinking,but the teachers agree that changing the teaching mode can improve the students’ scientific thinking level when the teaching progress allows.Based on the above survey results,This study improves the application of SNP teaching mode in the teaching process: first,the combination of classroom teaching and SNP teaching mode,Clarify the implementation method of SNP teaching mode in detail;second,Classroom aids for designing the SNP teaching model,Including the SNP mode course report template and the SNP mode review form,Used to assist teachers in the teaching process of modeling and demonstration link record and after-class evaluation;third,Applied the four main teaching strategies suitable for the SNP teaching model,That is,"role play","model competition","stent guidance",and "cooperative learning" strategies;fourth,Summarize the teaching materials suitable for SNP teaching mode in the required high school biology textbooks,And design teaching cases based on the process of SNP teaching mode to guide classroom teaching.SNP teaching mode is applied to high school biology classroom training students’ scientific thinking teaching practice,the results show that the contrast conventional control class students,experimental class students after a month of SNP teaching mode,in induction and generalization,deduction and reasoning two convenient presents a significant difference,model and modeling ability and critical thinking presents a significant difference,creative thinking compared with control class improved but not present significant difference.The paper and pencil test results showed that the performance of the experimental class was significantly improved compared with the control class.In the control class,the ability of induction and generalization,critical thinking,creative thinking and achievements in the scientific thinking level were also improved,but there was no significant difference before and after teaching.Therefore,it is believed that the application of SNP teaching mode to biology classroom teaching can improve students ’scientific thinking level and achievement,and also have a positive impact on the development of students’ comprehensive quality.However,this teaching practice research also has shortcomings: first,the investigation and practice objects are concentrated in the first school section,which is not involved in the second year and third school section,and the representativeness is not strong enough;second,this teaching practice study has a short duration and fails to involve more teaching practice cases.