Practical Research On Training Students’ Inductive Reasoning Ability Based On Unit Teaching

With the promulgation of the Opinions on Deepening Curriculum Reform in Basic Education to Further Promote Quality Education by the Ministry of Education in 2010,and the introduction of the General High School Biology Curriculum Standards(2017 Edition),there are higher requirements for cultivating students’ core literacy in the subject of biology,and the implementation of teaching requirements that point to core literacy in the subject requires teaching design that points to core literacy in the subject first,many scholars believe that the implementation of core literacy can be implemented through unit teaching,and the implementation of unit teaching is one of the powerful means to promote curriculum reform.In this context,unit teaching is gradually being emphasized,but from the current research,the research on inductive reasoning is mostly at the theoretical stage,and there is relatively little practical research on classroom teaching,especially on the practical research of unit teaching on developing students’ inductive reasoning ability.Based on this,this study conducts a research on unit teaching practice based on cultivating students’ inductive reasoning ability on the basis of the current situation survey,and explores the influence of unit teaching on cultivating students’ inductive reasoning ability,so as to provide a certain theoretical reference for front-line teachers in middle schools to cultivate students’ inductive reasoning ability in teaching practice.This study firstly used the literature research method to systematically review the research on unit teaching and inductive reasoning at home and abroad,and to explain the connotation,theoretical basis and inductive reasoning ability of biology.Secondly,a questionnaire survey was conducted from two groups of teachers and students.The survey objects were biology teachers from the first tier high schools in Zunyi,Bijie,Tongren,Guizhou Province,and 600 senior high school students randomly selected from a senior high school in Zunyi.The teachers mainly focused on their knowledge of inductive reasoning investigate the methods and ways of cultivating students’ inductive reasoning and the difficulties and influencing factors of cultivating students’ inductive reasoning ability in the teaching process.For students,the investigation is mainly conducted from two aspects: the level and application of students’ inductive reasoning.On this basis,two parallel classes with comparable levels of inductive reasoning ability were selected from the senior class of a senior secondary school in Zunyi City as subjects for practice,with senior Class 3 as the experimental class,which was taught a certain number of hours of unit teaching,and senior Class 9 as the control class,which was taught conventionally.At the end of the teaching practice,the results of the pre-test and post-test were analysed to explore the effect of the unit teaching mode on the development of students’ inductive reasoning ability.The results of the survey show that 83.5% of teachers do not have a perfect understanding of inductive reasoning and there are some misconceptions.72.8% of teachers don’t have a good understanding of the contingency of inductive reasoning results,and 26.2% are not clear about the process of inductive reasoning.Although the majority of teachers agreed that inductive reasoning plays an important role in teaching biology,there are still some problems when it comes to practical teaching.22.3% of teachers’ awareness of collecting and using teaching resources in teaching needs to be improved,and 16.5% of teachers don’t make enough attention to the cultivation of students ’ inductive reasoning ability.Through the investigation of students ’ inductive reasoning ability,it is found that the average value of inductive reasoning ability of senior one students is 3.242,which is at the upper middle level.From the average value of each sub-ability,the students ’ sub-abilities from high to low are scientific observation ability(3.509),inductive generalization ability(3.470),information correlation ability(3.193),formation conjecture ability(3.099)and hypothesis test ability(2.939).At the same time,the survey found that students ’inductive reasoning ability and its sub-abilities have no significant relationship with gender,but have a significant relationship with their attitudes.The results of teaching practice show that there are significant differences between the experimental class and the control class in scientific observation ability(P = 0.037 < 0.05),information correlation ability(P = 0.002 < 0.05),inductive generalization ability(P = 0.014<0.05)and hypothesis testing ability(P = 0.041<0.05),but there is no significant difference between the two classes in forming guessing ability(P = 0.053 > 0.05).From the overall level of inductive reasoning ability of the experimental class and the control class,The experimental class is superior to the control class and there is a very significant difference(P = 0.000<0.01).It can be seen that adopting unit teaching in high school biology teaching can improve students’ inductive reasoning ability to a certain extent.At the same time,by analyzing the inductive reasoning ability of the experimental class before and after practice,it is found that there is a very significant difference between the experimental class students’ information association ability(P= 0.000<0.01),inductive generalization ability(P = 0.001<0.01)and ability to form a guess(P = 0.002 < 0.01)before and after practice,while there is a significant difference between the hypothesis testing ability(P = 0.015<0.05),and there is no significant difference between the scientific observation ability(P = 0.092>0.05),The results before and after the practice in the experimental class show that unit teaching has a significant effect on improving students’ inductive reasoning ability.To sum up,unit teaching in high school biology teaching plays a positive role in improving students’ inductive reasoning ability.Therefore,it is suggested that in teaching practice,teachers should,on the basis of further understanding the connotation of inductive reasoning,cultivate students’ awareness of inductive reasoning ability,make full use of teaching resources before class,make good preparations for unit teaching,introduce methods in class,play the role of case guidance,consolidate exercises in time after class,and improve inductive reasoning ability,which is conducive to the cultivation of students’ inductive reasoning ability,Ultimately,it aims to cultivate students’ core competencies in the field of biology.