A Practical Study Of Using Feynman Learning Method To Cultivate Students’ Higher-order Thinking

The 21 st century is an era of rapid development of information,intelligence and digitization,and education is facing enormous challenges.The inefficient and mechanical learning method no longer meets the requirements of current education for classroom teaching.In addition to basic subject knowledge,it pays more attention to the development of students’ core literacy and cultivates talents with "high-level" thinking or "productive" thinking.The biology curriculum standard of ordinary high school(2017 edition 2020 revision)clearly requires students to gradually develop scientific thinking in the process of learning biology.It was integrated Feynman’s learning method into high school biology teaching in this study,looking for its internal relationship with the development of students’ higher-order thinking,hoping to change students’ passive and inefficient learning methods,cultivate students’ thinking to develop higher-order thinking,and also hope to provide some teaching practice for high school biology teachers.Firstly,the high school biology teachers and students’ understanding and application of Feynman Technique were investigated in this study through questionnaire survey and interview method,and founded that most teachers and students did not understand Feynman Technique.Then,the implementation steps of integrating Feynman Technique into high school biology teaching were designed through the literature research method.Based on the previous research on Feynman Technique,namely "Pre"(Independent pre-study: clarify the learning objectives,study and research through the study materials),"Teaching"(Simulated teaching: report the content of self-study),"Correction"(Error correction review: find the gaps in their own knowledge,review the study materials to improve),"Expansion"(Analogy expansion: expand the field of study by linking old and new knowledge or practical life),and "Construct"(Construct conciseness: construct a knowledge framework).These five steps promoted students’ independent learning,expressive,critical thinking,analogical expansion,and summarizing skills to develop higher-order thinking.Taking the contents of three lessons,"Sugars and Lipids in Cells" "Active Transport and Cytokinesis and Cytokinesis" and "Sexlinked inheritance" as examples,the designed steps of implementing Feynman Technique were applied to the teaching practice of high school biology,and the students’ learning and higher-order thinking development were assessed through four ways: accompanying tests,questionnaire method,Students’ higher-order thinking level pre-test and post-test and classroom observation.The results showed that students’ learning initiative,independent learning ability,language expression ability,knowledge transfer ability,and critical thinking ability were enhanced to some extent but the effect was not significant.Two suggestions were given for the better use of Feynman Technique to cultivate students’ higher-order thinking in high school biology classrooms:(1)Deeply analyze the correlation between Feynman Technique and students’ higher-order thinking,and improve teaching strategies.(2)Set up various teaching activities to help cultivate higher-order thinking.