The High School Biology Unit Assignment Design Develops Students’ Practical Research Of Scientific Thinking

As a carrier for evaluating students’ learning effects,homework is also a way of learning for students and can be used as a means to evaluate teaching goals.With the advancement of the new curriculum reform,the core literacy of high school biology subjects,and the cultivation of students’ higher-order thinking,unit teaching has become the development direction of high school biology teaching.In this context,it is of great significance to design unit assignments to cultivate students’ scientific thinking level.The promulgation of the new curriculum standard and the implementation of the national "double reduction" policy have put forward higher requirements for the cultivation of students and the professional development of teachers,and teachers’ homework design ability and the implementation after designing homework are crucial.Therefore,on the basis of relevant literature research and theoretical analysis,this study combines unit assignment design and scientific thinking by drawing on the measurement of scientific thinking level at home and abroad and the experience of unit operation design.Firstly,the concepts of unit assignment design and scientific thinking are defined,the research status of unit assignment design and scientific thinking at home and abroad is sorted out,the theoretical basis of unit assignment design is summarized,and the principles and steps of high school biology unit assignment design are proposed,so as to provide theoretical support for the cultivation of scientific thinking in unit assignment design.Secondly,based on the biology curriculum standards and the "Teaching Design Guide for Life Science Units in Secondary Schools",according to the theoretical basis of unit assignment design basis,design principles,design steps,etc.,Chapter 3 "The Nature of Genes" and Chapter 4 "Expression of Genes" in the compulsory 2 of the2019 edition of the new textbook were selected as research units,and customized them as the unit "Molecular Basis of Heredity",sorted out the unit teaching objectives of the research unit,formulated the unit assignment goal design attribute table,and based on the unit goal design attribute table,design,Practice unit assignments and provide a variety of evaluation methods.Finally,the changes in students’ scientific thinking level were detected by various methods such as adapted scientific thinking scales,paper-based tests and mind maps.After theoretical research and teaching practice,it is concluded that the design of unit homework under the relevant theoretical guidance of unit homework has a positive effect on the cultivation of students’ scientific thinking.The results of scientific thinking scale and mind map test show that the unit homework design is conducive to improving students’ scientific thinking level.The results of the paper-based test show that the unit work in this study has a significant effect on the basic improvement,so the unit assignment design to cultivate students’ scientific thinking level 3 and 4 is worthy of further research.