Research On The Teaching Practice Of High School Biology Modeling Towards The Development Of Higher Order Thinking

Higher-order thinking is an important part of the core literacy.How to develop students’ higher-order thinking in biology teaching activities is a major issue facing the current curriculum reform,and the key to solving this problem lies in finding effective teaching models that point to the development of higher order thinking.The role of modeling teaching in concept construction,problem solving and scientific inquiry has received extensive attention in the field of science education.This teaching model provides a new way to promote the development of students’ higher-order thinking.Based on the above background and problems,this study focuses on the relationship between modeling teaching and the development of higher-order thinking,and explores the general teaching models of biological modeling teaching and the development of higher-order thinking,which provides reference cases for front-line teachers.The specific research is as follows:First of all,the research status and theoretical basis of modeling teaching and development of higher-order thinking were sorted out to define related concepts through the literature research method.On this basis,it demonstrated the feasibility of developing higher-order thinking in modeling teaching,and constructed a teaching path with complex situations as the "field",core issues as the "engine",modeling activities as the "carrier",and concept construction as the "product".Secondly,the modeling teaching contents suitable for the development of higher-order thinking in the four high school biology textbooks of the 2019 edition of the People’s Education Society including 《Molecules and Cells》,《Heredity and Evolution》,《Steady-state and Regulation》 and 《Biology and Environment》were deeply excavated and sorted out.It was found that the textbooks contain a large number of contents suitable for modeling teaching which was complex,systematic and cannot be described visually.Thirdly,the general model of modeling teaching design for developing higher-order thinking was constructed from the four aspects of teaching objectives,learning tasks,learning environment and learning results.And the quasi-experimental teaching research was carried out by constructing teaching cases based on the "the structure of DNA","the energy flow of ecosystem" and "the quantity change of population".The test results showed that there was no significant difference between the experimental class and the control class before and after the test,but the average score of the experimental group was higher than that of the control group.The results of the after-school test based on SOLO classification theory showed that the experimental group performed better than the control group at the level of association structure and abstract extended structure.Finally,the effectiveness of this teaching model was tested through peer review courses and student interviews.The results showed that both students and front-line teachers recognized the effect of this model on the development of higher-order thinking.The results show that modeling teaching mode can effectively develop students’ higher-order thinking,enrich the teaching theory of higher-order thinking,and provide a practical reference for front-line teachers to develop higher-order thinking based on modeling teaching.