A Survey On The Current Situation Of The Cultivation Of Students’ Scientific Reasoning Ability In High School Biology Teaching

Scientific reasoning ability is the key ability to form scientific thinking and scientific inquiry.High school biology,as a natural science course,undertakes the educational task of cultivating students’ scientific reasoning ability and improving their scientific literacy.Studies show that the improvement of students’ scientific reasoning ability can help students understand the construction system of biological knowledge and concepts,and develop biological experiment ability to understand the process of scientific inquiry deeply.However,the current research on the development of students’ scientific reasoning ability rarely goes deep into the discipline.Therefore,it is necessary and crucial to investigate the current situation of cultivating students’ scientific reasoning ability in biology teaching.On the basis of studying relevant literature on the topic of "scientific reasoning ability",this study defines the main purpose and significance of this study,and builds a theoretical framework.LCTSR2000(Chinese version)scale was selected and adapted as a survey tool for high school students’ scientific reasoning ability.Eight first-line high school biology teachers were interviewed and investigated.With the help of qualitative analysis software Nvivo,the interview records were coded and analyzed based on grounded theory.After that,the students in the class of 8 teachers who participated in the interview survey were surveyed on their scientific reasoning ability.Then,Winsteps software and SPSS software were used for visual analysis of the survey data,and the survey results were obtained.It is found that there are some problems in the cultivation of students’ scientific reasoning ability in biology teaching in high school,which are as follows:(1)Teachers’ understanding of the cultivation of scientific reasoning ability is not perfect;(2)Teachers do not pay enough attention to the teaching evaluation of scientific reasoning ability;(3)Teachers’ penetration of scientific reasoning ability in teaching needs to be strengthened;(4)The development of students’ scientific reasoning ability lags behind,and unbalanced development of sub-dimension ability exists.Based on the analysis of the above phenomena and problems,the research puts forward the following suggestions:(1)strengthen the study of theoretical knowledge,improve their professional quality;(2)Scientific evaluation of reasoning ability and cultivation of students’ reflective consciousness;(3)Break the traditional teaching idea and adopt the teaching model reasonably;(4)Put an end to rigid copy of content,and actively construct a knowledge system.According to the teaching situation and teaching suggestions,the teaching strategies are put forward as follows:(1)Skillfully set the problem situation and create the scientific reasoning atmosphere;(2)Experience the process of scientific reasoning by combining the materials of science history;(3)Construct learning community and strengthen scientific reasoning ability;(4)Integrate modeling and demonstration to cultivate scientific reasoning consciousness.