A Practical Study On POE Teaching Strategy To Cultivate Scientific Thinking In High School Biology Teaching

With the advancement of the new curriculum reform,more and more researchers focus on the cultivation of core literacy.Since ancient times,the discussion on thinking has never stopped,and scientific thinking,as one of the important contents of core literacy,has attracted much attention.The teaching methods in the past often focus on knowledge imparting,ignoring the cultivation of students’ scientific thinking ability,which is difficult to meet the demand for comprehensive talents and innovative talents in the new era.In recent years,POE teaching strategy has become a widely concerned teaching strategy in the field of education.The essence of the process of POE(predict-observe-explain)is the process of cognitive construction of students,which is conducive to improving students’ thinking ability.However,for the purpose of cultivating students’ scientific thinking,there are few studies on the application of POE teaching strategy to biology teaching.The purpose of this study is to explore the influence of POE teaching strategy on students’ thinking in biological science.Using the methods of interview,experimental research and questionnaire survey,this study takes two classes with no significant difference in senior one of a high school in Pingnan County,Guigang City,Guangxi as the research objects.In the biology teaching class,the experimental class adopts POE teaching method,while the control class adopts conventional teaching method.A comparative study was conducted to explore the effect of cultivating students’ scientific thinking from three aspects: the results of scientific thinking test paper,the filling of learning activity sheet and the results of student questionnaire.The teaching practice has the following findings:(1)From the results of the scientific thinking test paper,compared with the control class,students in the experimental class achieved better results,especially in the total score,Level 3,Level 4,induction and generalization,deduction and reasoning,critical thinking and other aspects of significant differences;(2)Judging from the filling out of the learning activity list,the students in the experimental class have improved their expression ability,analytical ability and observation ability to some extent,and their logic is clearer and more organized;(3)From the results of the questionnaire survey,the experimental class students show a high degree of satisfaction with POE teaching.POE teaching method can mobilize students’ learning enthusiasm and improve their scientific thinking quality.Based on the above three research results,POE teaching strategy plays a positive role in high school biology teaching,which can stimulate students’ interest in learning and help improve students’ thinking quality of biological science.In order to better apply POE teaching strategy in high school biology teaching,this study puts forward the following suggestions:(1)improve teachers’ awareness;(2)Create a good teaching environment;(3)Elaborate POE teaching activities;(4)Strengthen the use of teaching resources;(5)Strengthen teaching evaluation.This study provides a new teaching scheme for achieving the goal of thinking literacy in biological science in high school,and provides specific and referential teaching cases for front-line teachers to apply POE teaching strategies.There are also some shortcomings in this study,such as the evaluation of thinking ability is not deep enough and the study of scientific thinking method is not comprehensive enough.Future studies can expand the number of samples,consider more dimensions of evaluation indicators,and expand the research field,such as studying the combination of POE teaching strategy and other teaching strategies,so as to fully reveal the application effect of POE teaching strategy in high school biology class,enrich the theoretical system of education and teaching,and provide more enlightenment for educational practice.