| With the development needs of the times,developing students’ core literacy has become an important topic of research in primary and secondary education and teaching,and the General High School Biology Curriculum Standards(2017 edition)includes scientific thinking as one of the core literacies in biology.Scientific thinking is an important thinking basis for forming the concept of life and an indispensable prerequisite for developing the ability of scientific inquiry,and how to improve students’ scientific thinking in teaching has become an important topic of research in high school biology teaching.Models and modeling thinking are important components of scientific thinking,while using and constructing models have a positive effect on students’ scientific thinking.Therefore,it is important to investigate the teaching process of developing students’ scientific thinking effectively and efficiently in modeling teaching to cultivate students’ disciplinary core literacy.In this study,we first analyzed the related literature,sorted out the concepts,theories,and current research status related to modeling,modeling teaching,and scientific thinking,and the existing results of modeling teaching to develop students’ scientific thinking,summarized the general steps of modeling teaching,common methods to develop scientific thinking,and proposed the research theme of "what modeling teaching process can effectively develop students’ scientific thinking.The research theme of "What modeling teaching process can effectively develop students’ scientific thinking" was proposed.A questionnaire was adapted to investigate the current situation and problems of implementing modeling instruction in front-line biology teaching and guiding scientific thinking in it.Through the survey,we found that most teachers have a clear cognition of scientific modeling,and also basically agree with the necessity and value of modeling teaching,but are not familiar enough with the general process of modeling teaching,and carry out low frequency in actual teaching,mainly because of teachers’ insufficient personal modeling ability and students’ insufficient participation and poor classroom order;most of the surveyed teachers have a more accurate cognition of the definition of scientific thinking However,due to the lack of implementation methods,they have not yet mastered the method of scientific thinking development.However,due to the lack of concrete implementation methods and the lack of their own modeling skills,they fail to provide conscious and effective guidance to students’ scientific thinking development in modeling instruction.In this study,we sorted out the contents of three modules: "molecules and cells","homeostasis and regulation",and "biology and environment",and found that there are a large number of models and modeling teaching points.We found that there are a lot of modeling and modeling teaching points,and 35,32,5 points are physical modeling and modeling teaching points,34,8,11 points are mathematical modeling and modeling teaching points,16,24,16 points are conceptual modeling and modeling teaching points.Three teaching processes based on students’ scientific thinking development were designed for teaching physical model,mathematical model,and conceptual model modeling in biology teaching,respectively.Based on the existing classification criteria,the models involved in biology teaching are divided into three categories: physical models,mathematical models and conceptual models,combined with the general framework of modeling teaching proposed by Yusti and Gilbert and the common processes of modeling teaching of various types of models,and integrated with effective teaching strategies and methods for cultivating students’ scientific thinking,three types of modeling teaching processes are obtained: First,physical models based on the cultivation of students’ scientific thinking The modeling teaching process emphasizes the development of students’ scientific thinking such as analysis,induction,reasoning,interpretation,model thinking,critical thinking and creative thinking by creating a conflict-of-thought scenario to introduce activities,setting up problem scaffolds to guide students to construct models independently,and setting up problem situations to apply models to solve problems.Secondly,the teaching process of mathematical modeling based on the cultivation of students’ scientific thinking emphasizes the emphasis on designing real problem situations,exploring the premise assumptions in the form of problem discussions,analyzing and arguing models with real information,and developing students’ scientific thinking skills such as analysis,synthesis,comparison,induction,and critical thinking.Third,the teaching process of conceptual modeling based on the cultivation of students’ scientific thinking emphasizes the introduction of problem situations,task-driven model construction,model refinement with argumentation,and model application in problem situations to develop students’ scientific thinking skills such as analysis,induction,comparison,etc.Using the "modeling teaching process based on the development of students’ scientific thinking" designed by the research,we selected "the structure of the cell nucleus","the method of constructing a model of population growth",and "the example of hormone research","The case studies of physics,mathematics,and conceptual modeling were designed and analyzed,and the cases were practiced and tested.Taking the case of "Example of hormone research" as an example,two classes of students in a high school in Chongqing with the same pre-test level of scientific thinking in the second year of high school were selected as the subjects of the study,and the conceptual modeling teaching cases were implemented and tested.Statistics25.0 software to analyze the students’ scientific thinking posttest levels revealed that a significant difference of P=0.042(0.01<P≤0.05)emerged between the scientific thinking levels of the students in the experimental and control classes,indicating that the use of the study-designed conceptual modeling instructional process based on the development of students’ scientific thinking has a facilitating effect on the development of students’ scientific thinking.In summary,this study explored how to effectively cultivate students’ scientific thinking through modeling instruction in high school biology teaching,understood the current situation and problems of modeling instruction based on students’ scientific thinking cultivation in front-line high school biology teaching,analyzed the models and modeling instructional content in textbooks,proposed three types of modeling instructional processes based on students’ scientific thinking cultivation respectively,designed targeted The teaching cases were designed and tested in order to provide reference for front-line teachers to implement modeling teaching. |
