Practical Research On Cultivation Of Students’ Scientific Thinking In Biology By Problem-Based Learning(PBL) Model

“The Standard of Biology Curriculum for Ordinary High Schools(2017 edition 2020 revision)”clearly points out to develop students,core literacy in high school biology,including life concept,scientific thinking,scientific inquiry and social responsibility.Among them,scientific thinking is an important way to form life concept;a basic condition for scientific inquiry,and a key ability to assume social responsibility.Therefore,it is crucial to develop students’ scientific thinking in high school biology classroom.Problem-based learning(PBL)model,also known as problem-oriented learning,is a mode in which students solve problems through independent thinking,group cooperation,information collection.In this process,students can improve their ability to cooperate and communicate,reason logically and solve problems.Therefore,PBL teaching model is an effective way to improve students’ scientific thinking.Through reviewing literature,it is found that there are a few studies on the combination of PBL teaching mode and scientific thinking.Therefore,this study applies the PBL teaching mode to high school biology teaching,selects the content of "Heredity and Evolution" module for teaching practice,and explores its influence on improving students’ biological science thinking.Firstly,this study analyzes the literature and summarizes the research status of PBL teaching model and scientific thinking at home and abroad.The concepts of PBL teaching model,scientific thinking and biological scientific thinking are defined,and biological scientific thinking is summarized into two dimensions: thinking quality and thinking methods.The basic process of PBL teaching model is proposed on the basis of the existing scholars’ research.The whole practical research process is divided into three stages.In the preparation stage,text research is carried out on the module of “heredity and evolution”,the compulsory two of Human Education Edition.Through the analysis of curriculum standards and textbook contents,the content suitable for using PBL teaching model to improve students’ biological scientific thinking is determined.In addition,three units of “concomitant inheritance”,“structure of DNA” and“human hereditary disease” are selected for teaching design.Then questionnaires and biological questions are prepared to test the development level of students’ pre-scientific thinking.In the teaching stage,two classes are selected,PBL teaching mode is adopted in the experimental class,and conventional teaching mode is adopted in the control class.After the teaching,the development and change of students’ scientific thinking level are tested quantitatively and qualitatively through questionnaires,biological questions,and interviews with students.The results show that:(1)The use of PBL teaching mode can strengthen students’ use of scientific thinking methods.Through the independence t-test of the questionnaire survey of the two classes,it was found that after teaching practice,there are significant differences in induction and deduction,comparison and classification,critical thinking and model and modeling of the students in the two classes,and the post-test results of the experimental class were significantly higher than those in the pre-test.(2)The use of PBL teaching mode can enhance students’ thinking quality.Through the statistical analysis of the survey results,it is found that there is a significant difference in the motivation and agility qualities of the two classes after using the PBL teaching mode,while there is no significant difference in flexibility and originality,but the average score of the experimental class is higher than that of the control class,indicating that this mode has a positive impact on the cultivation of students’ scientific thinking quality,but the cultivation of thinking quality is a long-term process,and the effect may not be obvious in the short term.(3)The use of PBL teaching mode can improve students’ achievements.Through the comparison of pre-test and post-test questions,it was found that the excellent rate,good rate and pass rate of the post-test score of the experimental class were higher than those of the control class.(4)Students have a high acceptance of the PBL teaching model.Through after-class interviews with students,it was found that most students can accept and tend to the PBL teaching mode,believing that this mode can stimulate the initiative and enthusiasm of learning,increase students’ sense of classroom participation,improve their independent learning,data collection,cooperative communication and problem-solving skills.In summary,the application of PBL teaching mode in high school biology classroom has certain feasibility.And it is worth promoting in high school biology teaching.It is hoped that this study can enrich the research on PBL teaching mode in high school and provide a reference for how to better cultivate students’ scientific thinking in classroom teaching.