Practical Research On The Cultivation Of Students’ Systematic Thinking Based On Unit Pedagogy

The 2017 edition of the General High School Biology Curriculum Standards proposes that the biology curriculum should focus on adapting students to the future development of society and personal life needs.The future direction of society will be integrative and innovative,which means that the network of relationships among things will become increasingly complex,and students will inevitably face complex things and need to make corresponding judgments and decisions.Systems thinkingis an advanced way of thinking to study the complexity of things,which can help students to analyze and solve problems from a systemic perspective and make critical judgments and decisions.Therefore,this study conducts a series of researches with the core question of whether the unit teaching method can promote the formation of students’ systemic thinking,as follows.1.Theoretical research: Through literature research,the theoretical basis of the thesis research and related concepts such as unit teaching method and systemic thinking were clarified.On this basis,we used the method of textbook analysis to construct a hierarchical model of systems thinking for the module "Molecules and Cells" in Compulsory 1 of the new Humanities version of high school biology,and established the theme of unit teaching based on this model,and completed the design of unit teaching combined with the ADDIE model.2.Empirical study: In order to investigate the effects of the unit teaching method on students’ systematic thinking and academic performance,this study adopted the controlled experimental method,questionnaire research method and interview method.Three classes with similar initial levels in the first year of senior high school in Nanchang City were used as experimental subjects,and the control and experimental classes were randomly established according to the pre-test results of systematic thinking.The unit teaching design from the theoretical study was applied to the experimental class,and the regular class used the traditional teaching method.The results of the teaching practice were as follows.(1)System thinking: The average scores of the two experimental classes in the post-test of systematic thinking ability were higher than those in the control class,and there were significant differences.(P<0.05)(2)Systematic thinking level level: the average score of the first level questions in the two experimental classes was higher than that of the control class,but there was no significant difference(P>0.05);The average scores of the second level questions of systematic thinking in the two experimental classes were higher than those in the control class and had significant differences(P<0.05),while the average scores of the third level questions in the two experimental classes were higher than those in the control class,but there was no significant difference.(P>0.05)(3)Academic performance: The average score of the two experimental classes at the end of the biological period was higher than that of the control class,but there was no significant difference.(P>0.05)The results of the study show that the unit teaching method is more conducive to the formation of students’ systematic thinking,mainly in the second level of systematic thinking,but does not significantly promote the formation of students’ first level and third level of systematic thinking;the effect on students’ academic achievement is not significant.