Research On The Practice Of Situational Biology Teaching In Senior High School Based On The Cultivation Of Scientific Thinking

"Biology Curriculum Standards for Ordinary Senior High Schools(2017 Edition,revised in 2020)" clearly states that teachers should be good at creating situations to guide students to actively explore,deepen knowledge understanding and develop scientific thinking.Therefore,this study focuses on constructing situational teaching strategies to cultivate scientific thinking,and applies them to biology classes in senior high schools,so as to enhance students’ internal driving force,enrich their knowledge and develop their scientific thinking ability in the core literacy of biology.Based on a certain theoretical inquiry,this study finds out the advantages of situational teaching in cultivating scientific thinking,and then determines the research ideas and methods of this study: it divides situational teaching into three types: production and life situations,practical inquiry situations and scientific history situations,and divides scientific thinking into five dimensions: logical thinking ability,deduction and reasoning ability,modeling and modeling ability,critical thinking ability and creative thinking ability.On the basis of this theory,this paper investigates and analyzes the present situation of biology situational teaching and scientific thinking cultivation in senior high schools.By using questionnaire survey and interview,students’ questionnaires and teachers’ interview outlines are compiled respectively,and the results of the investigation and analysis are summarized,and corresponding conclusions are drawn.According to the conclusions of the investigation and analysis,combined with the characteristics of three types of situations,teaching strategies for cultivating scientific thinking are constructed,and situational teaching cases are written based on the constructed teaching strategies.In the process of implementation,the author chooses two parallel classes of Grade One in the internship school to carry out teaching practice.First,the scientific thinking level of the two classes is pre-tested by questionnaire,then the situational teaching based on three types is selected in Grade One(1)and the traditional teaching is carried out in Grade One(10).After a semester of experimental research,the scientific thinking level of the two classes is post-tested by questionnaire again to get experimental data,which is combined with teaching implementation:First,situational teaching can stimulate students’ interest in learning to a certain extent,promote students’ active learning and construct concepts,thus improving students’ academic performance,forming the habit of integrating theory with practice,and developing students’ scientific thinking abilities such as logical thinking,deduction and reasoning,modeling and modeling.Second,when using situational teaching method in classroom practice,we should pay attention to several points:(1)When choosing situations,we should take teaching materials as the basis,take teaching tasks as the main theme,and combine the exploration of important and difficult points with situations,which can improve classroom efficiency;(2)When setting the four-dimensional goal in situational teaching,we should accurately control the learning situation and explore the depth of knowledge based on the situation,so as to develop students’ thinking ability vertically;(3)Classroom teaching should fully create students’ subjective consciousness,and appropriately increase activities such as discussion,communication,debate and reflection,which is conducive to the divergence of students’ thinking and the development of scientific thinking.