A Practical Study Of High School Biology Instructional Design Aiming To Develop Students’ Scientific Thinking

The "General High School Biology Curriculum Standards(2017 Edition 2020 Revised Edition)" led by the core competencies of biology clearly proposes to develop students’ "scientific thinking".The classroom is the frontier for developing students’ scientific thinking,and the biology teaching design,which plays a foundational role in biology classroom teaching,naturally attracts much attention.Focusing on the present,most biology teaching designs still take "instructing biology knowledge" as the main goal,and pay less attention to the cultivation of students’ scientific thinking."SOLO" which means "structure of observable learning outcomes".It is an evaluation method proposed by educational psychologists Biggs and Collins to see "quality" in "level description".The concerns of "quality" and "students’ thinking development" coincide with the "cultivation of morality" advocated by the new curriculum reform and the "scientific thinking" proposed by the curriculum standards.SOLO classification theory is widely used in teaching evaluation,test question evaluation and analysis,classroom teaching and teaching design in various disciplines.However,the application and research of this theory in biology teaching design still need to be explored.Combining SOLO Classification Theory and Biology Teaching Design,we design high school biology teaching design that conforms to students’ thinking development,focus on developing students’ scientific thinking,and further expand the application field of SOLO classification theory.This research mainly adopts the methods of literature research,questionnaire survey,interview survey,action research and statistical analysis,and based on SOLO classification theory,to construct a high school biology teaching design aimed at developing students’ scientific thinking.1.Study the books and sort out the literature,clarify the research status,and put forward the research purpose,significance and direction;2.Define the concept and introduce the theoretical basis;3.Based on the SOLO classification theory,in-depth research and development of the biology teaching design system of students’ scientific thinking,and combined with the two types of courses of theory and experiment to construct a high school biology teaching design aimed at developing students’ scientific thinking;4.In accordance with the development requirements of scientific thinking,the pre-and post-test questionnaires for scientific thinking level were compiled and conducted in a certain city in Jingmen City,Hubei Province.The first grade of middle school conducts a pre-test survey and analyzes the pre-test situation to provide data support for teaching practice;conducts a survey based on the post-test paper,counts and analyzes the survey results,and tests the teaching effect;5.Based on the research results,put forward teaching suggestions and point out deficiencies It is expected to provide reference and reference for front-line teachers to develop students’ scientific thinking by using the biology teaching design based on SOLO classification theory.Research conclusions: 1.SOLO classification theory can guide teachers’ instructional design and refine all aspects of instructional design;2.SOLO instructional design helps to develop students’ scientific thinking,especially in the development of higher-level scientific thinking;3.The teaching design of this mode fully mobilizes the students’ initiative,and the teaching practice effect is good.