Teaching Design And Practice Of High School Biology Unit Based On Scientific Thinking

The new curriculum reform puts forward the important requirement of "developing students’ core literacy",and scientific thinking as one of the core competencies in biology is also valued by the majority of educators.However,under the influence of traditional teaching,the current high school biology may have certain limitations in the cultivation of students’ scientific thinking,and the study finds that it is more conducive to the cultivation of students’ scientific thinking from the perspective of knowledge as a whole.Therefore,through in-depth research on unit teaching design,it is of great value to design unit teaching design for students’ scientific thinking cultivation.This study mainly selects part of the content of the compulsory high school biology course of the newcomer version as the unit teaching module,constructs the unit teaching line of "problem-task-activity" from a holistic perspective,explores teaching strategies and teaching activities suitable for the cultivation of scientific thinking,and designs and practices unit teaching to cultivate students’ scientific thinking.Firstly,the literature research method is used to define the important concepts in this topic,sort out and analyze the research status of scientific thinking and unit teaching at home and abroad,determine the theoretical basis of unit teaching design based on scientific thinking training,and provide theoretical support for this research.Secondly,through the survey method,the cognition,implementation and value recognition of front-line biology teachers on unit teaching design were investigated,and the problems existing in unit teaching design were analyzed according to the survey results.Again,the author selected some of the contents of the module "Molecules and Cells",a compulsory textbook for high school biology in the 2019 People’s Education Edition,for integration,and determined the unit teaching with the theme of "material input and output of cells",and followed the "ADDIE" teaching design The model completes the instructional design.Finally,the experimental method was used to select two parallel classes for teaching practice in the author’s practice school,and the students were mainly evaluated by classroom observation,and the front-line teachers who attended the class were interviewed after class to summarize the shortcomings of this teaching design.Then,through the scientific thinking performance questionnaire,the scientific thinking development of students in the two classes after practice was compared and analyzed,and it was obtained that the scientific thinking of the students in the experimental class was better than that of the control class in many aspects,and the scientific thinking of the students was post-tested after the teaching practice,and the results showed that the performance of the experimental class was higher than that of the control class.In summary,the adoption of reasonable teaching strategies in unit teaching has a certain positive effect on students’ scientific thinking level,and this study provides reference for the majority of front-line teachers in subsequent related research.