Practical Research On Cultivating Scientific Thinking In Junior High School Biology By Micro-project Learnin

With the implementation of the "double reduction" policy and the "Compulsory Education Biology Curriculum Standards(2022 Edition)",how to effectively focus on core literacy in primary and secondary school classrooms has become the focus of many educational researchers.Scientific thinking,as a key part of core literacy in biology,is a critical period in middle school when students’ thinking shifts from concrete operations to formal operations stage of development.Micro-project learning in this study is supported by authentic contexts,urging students to investigate and solve real and valuable small problems in the learning process,allowing students to collaborate and investigate,and thus promoting the improvement of students’ scientific thinking skills.The streamlined and flexible selection of micro-project learning model can serve as a new attempt to foster scientific thinking in middle school students.Applying the literature research method,we sorted out the research background and the current status of domestic and international research on project-based learning,micro-project based learning and scientific thinking,and derived the relevant research progress;and defined their concepts to clarify the theoretical basis involved in this practical study;applied the interview survey method to understand the current situation of students’ learning and the cognitive dimensions of scientific thinking;and clarified the issues that need to be considered in advance in implementing micro-project learning to cultivate scientific thinking in the classroom.Based on the suitability of micro-project learning and cultivating scientific thinking,the model construction of micro-project learning for cultivating scientific thinking was designed,i.e.,creating real situations and selecting microprojects;clearly dividing work into groups and filling out record sheets;coordinating cooperative inquiry and perfecting microprojects;and exhibiting work results and communicating and evaluating four microproject links.The process evaluation scale and class point tally sheet were continued to be designed,as well as the four implementation principles containing the principles of problem living,cooperative inquiry,visualization of thinking,and comprehensiveness of evaluation,which enriched the theory and design of microproject learning to cultivate scientific thinking and enhanced its feasibility and reference value.The practical research method was applied to conduct a comparative experimental teaching of biology classes in two parallel classes of a junior high school in Qingyuan City,Guangdong Province,and two microproject cases were designed for implementation in the experimental classes.Prior to the teaching practice,descriptive statistics and independent sample t-tests were conducted using statistical analysis on the opening exam scores of seventh graders at the school,and two classes were selected that did not differ significantly in terms of performance and number of students,etc.After the teaching practice,it was found that the experimental class scored 2.14 points higher on average than the control class in the 2nd synchronous exercise(p < 0.05),indicating a gradual difference in the scores of the two classes,which indicated that the students in the experimental class were able to grasp the application of knowledge well in the microproject activities.Comparing the data from the before and after questionnaires,the survey on the learning situation dimension showed that there was a significant increase in the mean value of students’ choice of pre-reading textbooks from 2.95 to 3.65,as well as the mean value of the degree of intention to do tasks after class was 3.39,an increase of 0.52;for the survey on the scientific thinking dimension,the mean scores of all four dimensions of scientific thinking cognition increased,with the cognitive behavior dimension The mean score was the highest,with a mean score of 3.69,which was 0.38 higher than the previous data,and the cognitive quality dimension of scientific thinking improved the most,with an increase of 0.55.Then,combined with the student interviews,the corresponding implementation suggestions were made to develop scientific thinking for micro-project learning.The study concluded that using micro-project learning promotes scientific thinking in biology,using micro-project learning improves students’ written performance,and using micro-project learning enhances students’ learning initiatives.However,due to the limited scope,sample size,and time of the study’s practice sample,the practice effects were not significant.In future teaching research,there are opportunities to explore the deeper level of scientific thinking,which makes scientific thinking cultivation more refined,and also try to expand the content of biology microproject learning to a wider range of subject areas in order to broaden the pathways and methods of micro-project learning to cultivate scientific thinking.