Practical Research On The Construction Of Conceptual Model Of High School Biology Which Points To The Cultivation Of Scientific Thinking

The new curriculum reform emphasizes the improvement of students’ scientific thinking level and the ability to construct conceptual models.The cultivation of scientific thinking is the key way to improve students’ core literacy in biology.Therefore,promoting the development of students’ scientific thinking is the curriculum goal in line with the requirements of the new curriculum reform.In current high school biology classes,although teachers have some understanding of conceptual models and scientific thinking training,there are still few cases of effective model construction teaching in actual teaching.Therefore,it is of great research significance and value to carry out the conceptual model construction teaching which has strong participation and good effect to promote the development of students’ scientific thinking in high school biology teaching.By analyzing the current research situation at home and abroad,this thesis combs out the origin,development,teaching application of conceptual model,as well as the concept connotation,training strategy and level evaluation index of scientific thinking,and concludes that the construction of conceptual model in high school biology teaching can effectively promote the development of students’ scientific thinking level and cultivate students’ core quality of biology.Based on constructivism learning theory,meaningful learning theory and information processing theory,this thesis adopts literature research method,questionnaire survey method,interview method and experimental research method to carry out educational practice research.In order to better understand the status quo of conceptual model construction in high school biology teaching,the researcher compiled a questionnaire from five dimensions to investigate the status quo of the application of conceptual model in biology teaching in a senior high school in Zouping City.The results show that students have a low cognition degree of conceptual model,but have a high expectation degree of learning to carry out conceptual model construction,and then put forward corresponding solutions to the problems of students in conceptual model construction.In order to understand the level of students’ scientific thinking,the researchers analyzed the scores of the mid-term examination of the first two classes of grade One and sent out the questionnaire of students’ scientific thinking level,which showed that the level of students’ scientific thinking at the present stage still needs to be improved.In order to better carry out teaching experiments,the author sorted out the contents involving conceptual models in the textbooks,selected part of the contents for teaching design,put forward the principles,steps and teaching strategies of conceptual model teaching based on the cultivation of scientific thinking,and analyzed the value of constructing conceptual models to cultivate students’ scientific thinking.Based on the above theoretical research,two new lessons of "active transport,endocytosis and exocytosis" and "Cell proliferation" and a review lesson of "Molecules that make up Cells" are designed as teaching cases to carry out teaching experiments.Before and after the teaching experiment,the experimental class and the control class were respectively distributed the scientific thinking level questionnaire and the test questions before and after.Through the comparison and analysis of the data,the following experimental conclusions were obtained: the overall scores of students in the pen and thesis test were significantly improved;Students’ lower level of scientific thinking,including induction and generalization,comparison and classification,model and modeling,deduction and reasoning ability has been significantly improved;Students’ higher level of scientific thinking did not significantly improve.It is feasible to cultivate students’ scientific thinking by using conceptual model in high school biology teaching,but it requires long-term efforts to cultivate higher-order scientific thinking.In addition,there are certain difficulties in coordinating teaching progress and effectively completing teaching tasks in educational experiments,which need to be overcome constantly.In short,the practice of constructing the conceptual model of high school biology based on the cultivation of students’ scientific thinking proposed in this thesis has a good effect,especially in improving students’ induction and generalization,comparison and classification,critical thinking and so on.