| Scientific Reasoning Ability is the key ability of the core literacy of biology,and it is an important basis for scientific demonstration and scientific inquiry.The application of logical thinking methods such as induction,reasoning and synthesis in students’ homework questions can effectively promote the development of scientific reasoning ability.However,there are differences in reasoning ability and development needs of senior high school students.Teachers should fully consider the actual situation of students at different levels and implement stratified assignments.Therefore,this paper adopts literature research,questionnaire survey and other methods to integrate the cultivation of scientific reasoning ability into the hierarchical biology homework of high school,and assigns assignments and exercises suitable for the "nearest development zone" for students with different scientific reasoning ability,so that students can improve their scientific reasoning ability and master scientific thinking methods in the process of acquiring biological knowledge.Based on the relevant theoretical research,this study firstly combs the core literacy framework of some regions and organizations,the curriculum standards of high school biology,and the development requirements of middle school students’ scientific reasoning ability in the textbook exercises after class.Secondly,teachers’ understanding and cultivation of scientific reasoning ability were understood through interviews with teachers.Then LCTSR questionnaire was used to investigate the development status of high school students’ scientific reasoning ability.Finally,a biological hierarchical homework design system was established to cultivate students’ scientific reasoning ability,and two classes with the same level of scientific reasoning ability were selected as experimental objects.Compared with the classes,conventional unified homework was assigned.The experimental class designed reasonable hierarchical homework according to the proposition framework of scientific reasoning after class,and made homework correction records.Conduct data analysis after practice,draw conclusions and summarize existing problems.According to the data analysis of interview survey and empirical research,the following conclusions can be drawn:(1)The higher the education level of teachers,the deeper the understanding of scientific reasoning,the longer the teaching experience of teachers are better at training students’ reasoning ability and guiding their reasoning thinking in teaching;(2)Most teachers believe that stratified homework can take into account the differences of students’ levels and is an effective way to cultivate students’ scientific reasoning ability.However,teachers generally use unified assignment,and few teachers use homework to cultivate students’ scientific reasoning ability.(3)The development of students’ scientific reasoning ability is at the medium level and uneven,among which the conservation reasoning ability develops well,followed by proportional reasoning and probabilistic reasoning ability,and the control variable reasoning,correlation reasoning and hypothesis deductive reasoning ability are relatively low;(4)From the perspective of scientific reasoning ability training,hierarchical homework has a significant effect on the improvement of control variable reasoning and hypothesis deductive reasoning ability of senior high school students,and the improvement effect is more significant for low-level students,indicating that it is feasible and effective to use hierarchical homework mode to cultivate students’ biological scientific reasoning ability.Finally,the paper reflects on the shortcomings and limitations of the research,hoping that hierarchical work can play better energy efficiency in the process of training scientific reasoning ability. |
