Teaching Design And Practice Research Based On The Cultivation Of Biological Scientific Thinking In High School

Now the rapid development of society,knowledge change,as the competition intensifies,our education needs to keep up with the development of The Times,and strive to cultivate rigorous pragmatic innovative talents.The core goal of education is not only to impart knowledge,but more importantly,to help students gain a foothold in the future development of society.As a basic subject of nature,the development of biology lays a foundation for the development of science and technology.At the same time,the good scientific thinking ability of middle school students is beneficial to make judgments on practical problems.Therefore,the core quality of biology is increasingly valued by teachers and students.In 2018,China promulgated the "Biology Curriculum Standards for Senior High Schools(2017 edition)",and in 2020,the standards were revised,among which scientific thinking is the core of senior high school biology literacy.In high school biology classes,emphasis should be placed on training students to solve practical problems with scientific methods,and the core quality of students should be improved by cultivating their life concept,scientific thinking,scientific inquiry and social responsibility.How to cultivate students’ scientific thinking in the teaching process has become the focus of frontline teachers,and it is of great significance to explore the effective and feasible teaching mode of cultivating scientific thinking.The research content of this paper mainly includes two parts: theoretical research and practical research.First,the theoretical research part,combined with a large number of literature,introduces the research background,analyzes the research process and current situation of scientific thinking teaching at home and abroad,and obtains the research progress.Then determine the purpose and significance of the research,explain the research methods and design ideas and research innovation;Then,the author combs out the relevant concept definition and theoretical basis of scientific thinking teaching,integrates scientific thinking teaching strategies,and lays a theoretical foundation for the research.Secondly,in the practical research part,questionnaire survey is conducted from high school students and front-line teachers.Through questionnaire survey on front-line teachers in several schools and students in practice schools,To investigate the training status of high school students’ scientific thinking ability by front-line teachers in biology teaching and the current level of high school students’ scientific thinking.The questionnaire design and survey results are as follows:(1)Students’ questionnaires cover all dimensions of scientific thinking.A questionnaire titled "Current Situation of the cultivation of biological scientific thinking in high school students" was compiled and distributed,and the survey data were obtained.Then the practical classes were pre-tested from five dimensions: induction and generalization,deduction and reasoning,model and modeling,critical thinking and creative thinking.The survey results show that high school students’ ability of induction and generalization is good but still needs to be improved,deduction and reasoning ability needs to be strengthened,model and modeling ability needs to be emphasized,critical thinking ability needs to be improved,and creative thinking ability is weak.(2)The questionnaire for front-line teachers is based on teachers’ understanding of the connotation of scientific thinking,the implementation in teaching,the teaching strategies used to improve scientific thinking ability and the difficulties encountered,etc.,and the "Current situation of high school biology teachers’ cultivation of high school students’ scientific thinking ability" is compiled and distributed to obtain the data.The survey results show that teachers fail to integrate teaching strategies to cultivate students’ scientific thinking in teaching because of their inadequate cognition of scientific thinking teaching strategies.The five dimensions of students’ scientific thinking are not fully cultivated,and the difficulties such as college entrance pressure hinder the cultivation of students’ scientific thinking.Through the analysis of questionnaire survey data,it is suggested that teachers should fully study teaching materials,skillfully use teaching strategies,optimize teaching design,and schools can strengthen teacher training to promote the implementation of the cultivation of students’ scientific thinking ability.Then,guided by the results of the questionnaire survey,relevant theories and teaching strategies of scientific thinking,the author tries to develop a teaching design that highlights the five dimensions of scientific thinking and aims to cultivate students’ scientific thinking.Then,two classes with the same number of students and enrollment level are selected as practice objects to set up the control group and the experimental group,Select the same chapter content for teaching practice.The experimental class adopts teaching strategies to cultivate scientific thinking ability,while the control class adopts teaching method as the main teaching method.After the teaching,the classroom performance of middle school students in the teaching practice was analyzed,and the development status of students’ scientific thinking after the teaching of scientific thinking strategy was tested by the test paper of scientific thinking level.Through the independent sample t test,the results of the experimental group were higher than those of the control group,and there was a significant difference between the two classes,which proved that the practical teaching had achieved good results.Through the above theoretical and practical research,the following conclusions are drawn:(1)First-line biology teachers have a high awareness of the teaching of scientific thinking and recognize the importance of the teaching of scientific thinking,but they do not have a comprehensive understanding of the dimensions of scientific thinking,lack of experience in the cultivation of scientific thinking ability and lack of specific training strategies,so the actual development situation is not ideal.The multi-strategy scientific thinking teaching applied in this study plays a guiding role in cultivating high school students’ biological science thinking and can effectively improve students’ scientific thinking ability.Compared with traditional teaching,students have a higher degree of participation in class,but the teaching design and implementation are difficult,which is a great challenge for front-line teachers and students.(2)High school biology teachers should attach importance to the cultivation of students’ scientific thinking ability,and adopt specific scientific thinking ability teaching strategies to carry out habit and systematic cultivation of students.The strategy of integrating scientific thinking ability in high school biology classroom teaching proposed in this study not only has an obvious effect on the improvement of high school students’ scientific thinking ability,but also has a very effective effect on the improvement of high school students’ grades.At the same time,the core literacy system of high school biology has also been enriched,which has a guiding role in cultivating students’ biological science thinking ability.In addition,the research also carries out teaching design for a part of the compulsory biology chapters in the human edition of high school,hoping to better explain the teaching strategy of scientific thinking ability mentioned.To provide reference for high school biology teachers.The research has certain reference value,but it also has some shortcomings,which still need to be improved by further research.