Teaching Practice Research Of Junior Middle School Students’ Scientific Thinking Training Under The Situational Chain

The revision of the Science Curriculum Standards for Compulsory Education(2022 Edition)is guided by the core quality that reflects the comprehensive educational value of science curriculum.In the process of cultivating core literacy,improving students’ scientific thinking ability is an important topic.But only from the literature,at present,most of the domestic scientific thinking training is based on the curriculum design results of physics and biology,and the scientific thinking training results based on the scientific discipline as the carrier are relatively lacking.Through the literature research based on the analysis of the concept of scientific thinking,trace the theoretical basis of psychology,thinking training,establish a scientific thinking cultivation as the objective situation of chain teaching design thinking,develop test tools,chain of situational teaching in science class teaching experiments,in order to further promote the development of scientific thinking in junior high school students.This study consists of three parts.First,conduct theoretical research.The research status of "scientific thinking training" and "scientific thinking training under situational teaching" at home and abroad is sorted out and analyzed,the research background and purpose of this topic are elaborated,the relevant concepts of situational chain and scientific thinking training are defined,and the theoretical basis for the combination of scientific thinking and situational chain is provided.Second,conduct practical research.Based on the relevant content of the context chain of this research,combined with specific teaching content,and guided by scientific thinking,relevant cases are developed and put into practice.Based on scientific thinking,the test paper is prepared with knowledge as the carrier.Through data analysis,the practical effect of situational chain is evaluated,and the research conclusion of this topic is drawn.Third,summarize and reflect.This paper summarizes the effect of situational chain teaching and reflects on the shortcomings of situational chain teaching.Based on the pre-test data and the results of homogeneity analysis,this study selected Class 7(1)and Class 7(2)of a middle school in Hangzhou,Zhejiang Province as the experimental group,and class 7(3)and class 7(4)as the control group.The experimental group was taught by situational chain teaching,and the control group was taught by routine teaching.The practice study lasted for 3 months.The effects of situational chain teaching will be tested by scientific thinking oriented tests,interviews and other methods.The results of this study are as follows: First,the context chain teaching method has a significant role in promoting the training of scientific thinking,especially in the two dimensions of scientific demonstration and scientific reasoning.Second,the level of each dimension of students’ scientific thinking is slightly different.The vast majority of students are at level two and level three,and show a significant decline after level three.The level of each dimension is also different.The innovation level of students’ model construction and questioning is relatively high,and the level of scientific reasoning and scientific demonstration needs to be improved.