Teaching Design And Practice Of High School Biological Science Thinking Cultivation From The Perspective Of Deep Teaching

Biology Curriculum Standards for Senior High Schools(2017 Edition,2020 revision)not only put forward the core literacy of the subject,but also specifically defined the ability and character that students should possess after systematic subject learning.This goal is very consistent with the in-depth teaching theory,and also pointed out the direction for the in-depth research of in-depth teaching.At present,although there are some scholars on the in-depth teaching to help students understand the concept of life,but there is no research on the implementation of in-depth teaching to cultivate students’ scientific thinking.In this paper,research and analysis from the perspective of practice under the background of new curriculum reform depth teaching present situation and existing problems,and then to improve the existing teaching design,under the background of new curriculum reform aims at the depth of the high school biology teaching provides the feasible method,depth for teachers teaching promote students deep learning related research provides reference information.At the same time,based on the depth of the teaching as the breakthrough point,this paper discusses knowledge types and methods of scientific thinking,with the help of bloom cognitive domain classification standards of English curriculum(revised in 2020)in the level of scientific thinking,divided into the depth of teaching theory and the integration of the connotation of scientific thinking,further enrich the study of the theory of the core biological science literacy.This paper mainly adopts the following research methods:(1)Literature analysis method,through various channels and methods to collect literature related to in-depth teaching and scientific thinking,understand its research status,and determine the research direction of this paper.(2)Questionnaire survey method,through the current teaching status of front-line teachers and the training of students’ scientific thinking status,high school students’ deep learning status and scientific thinking ability questionnaire survey,to provide the direction for the subsequent modification of scientific thinking teaching cases from the perspective of in-depth teaching.(3)The experimental study method,according to the result of the above literature research and questionnaire survey as the depth of the teaching guide,select the author is responsible for the teaching and biological performance level is roughly two classes,one class as the experimental group,in the depth of the teaching method in the teaching process,and another class as control group,through the traditional teaching method in teaching,Two sets of test questions were designed to examine students’ scientific thinking ability.The tests were measured before and after the experiment,and the test results were sorted out and summarized.Through literature review,it is found that education researchers at home and abroad have achieved fruitful results in defining the concept of deep teaching theory and clarifying its research value.However,the perfection of a theory still needs to go through the process of theory-practice-theory development.Therefore,the future research direction and focus will be to enrich deep teaching cases and the evaluation criteria of deep teaching classroom.Through the analysis of the results of the questionnaire survey,on the one hand,it is understood that teachers’ cognition of indepth teaching is only a new teaching method,and they are not familiar with the four levels of scientific thinking level division.Therefore,the connotation of the division of scientific thinking level is enriched on the basis of learning from the previous research results.On the other hand,by analyzing the characteristics of in-depth teaching,this study evaluates the degree of conformity between teaching classroom and in-depth teaching from the comprehensive situation of the nature and structure of knowledge,teaching form and teaching objective.The results show that teachers who have been teaching for more than 10 years pay more attention to the understanding of students’ learning situation.In addition,a larger proportion of teachers set teaching objectives that allow students to achieve creative problem-solving.These characteristics make their classrooms closer to in-depth teaching and significantly different from other teachers.In terms of cultivating students’ scientific thinking,teachers are slightly lacking in the training of the two dimensions of model building and critical thinking,leading to the poor score of students’ critical thinking in the scientific thinking level test,which also points out the direction for the subsequent modification of teaching design.Based on the questions reflected in the above questionnaire,the teaching design was revised,and then through the one-semester practical teaching,it was found that the students in the experimental class and the control class had significant differences in the level of scientific thinking(p=0.008)and academic performance(p=0.037).The biological science thinking ability of the experimental group was significantly improved,and the average score was significantly higher than that of the control class.To sum up,under the current education model,deep learning guided by teachers through deep teaching has a positive impact on students’ thinking ability and academic performance in biological science,which can meet the needs of students’ personal development and social development.Based on the theory of deep teaching,the evaluation questionnaire of deep teaching in class(Appendix 1,Part B)and the teaching cases of biological science thinking in high school from the perspective of depth provide a referable evaluation basis and a feasible plan for front-line teachers to practice deep teaching.