A Study On The Negative Effects Of Thinking Set And Its Countermeasures In High School Biology Teaching

At present, accustomed to traditional teaching methods and the way of passive learning, high school students of our country are seriously bounded by thinking set in biology study. In the context of High School New Curriculum Standards, if to implement quality education, we must study the causes of thinking set, classification of thinking set, and correction strategies. Previous studies on biology teaching thinking set are focused on the performance and cause analysis of thinking set. Yet discussion about correct strategies is done just in a small amount and unsystematically, besides, the strategies concluded by some researchers and scholars are not accompanied by the feedback of effectiveness analysis after the implementation.Therefore, it will make good sense to eliminate the disturbance into the way of thinking, which is aroused by negative thinking set. This text has explained the production of the thinking set of high school biology teaching and the correction strategies.There are two purposes for this research. The first is to induce and categorize the concrete behavior of negative effects caused by thinking set in high school biology teaching. Therefore, according to the daily teaching practice, negative effects causes are to be concluded by studying students'learning psychology. Second, through summarizing the correction strategies of thinking set in the high school biological teaching, attempt is made to effectively eliminate learning obstacles produced by the negative effects by thinking set.The creativity of this research: Combine the biological teaching practice and make a concrete analysis of the negative effects of thinking set Confirming the validity of correcting the tactics of thinking set in the biological teaching of high school through the teaching experiment by means of combining biological teaching and practising the negative effects of concrete thinking set. The correction strategies have strong practicability and can be easily operated, accordingly, they are to improve teaching quality.Materials for the research are collected from Senior Three students of Shaoxing High School. The research approaches are especially focused on individual cases and experimental studies, complemented with investigations, document studies and summaries on experience.The contents and conclusions of this study: This study elaborates a systematic theoretical analysis and classification about the phenomenon of the negative effect that is caused by thinking set in biology teaching. By employing questionnaires and individual case study, this research paper conducts an analysis of the negative effects on biology learning, which is brought about by thinking set. In practice, appropriate countermeasures have been summarized aimed to remove the negative effect that is caused by thinking set. In addition, a teaching reform experiment has been carried out in one of key high school in the city. Through the practice and statistical analysis, it is confirmed that correct strategies for thinking set in biology teaching is valid. Thinking set in biology learning is divided into the following categories: experience-set, habit-set, conformity-set, book-set, and authority-set. Surveys show that the negative effect made by habit-set is the most remarkable. Surveys also show that the formation of thinking set of biology learning is under the influence of life experience, the limitation of existing knowledge, the disturbance of relevant knowledge, and inappropriate way of reading problems. The study is conducted in four parallel classes of high school as research objects. Different teaching methods are applied in the experimental class and control class. The analysis, based on the final scores achieved in exams, provides efficient information in this research attempted to seek for correction strategies against thinking set in high school biology teaching. The analysis result shows that the experimental group and control group has the remarkable difference. The correct strategy in thinking set and the biology classroom instruction conformity can help to enhance the biological teaching efficiency.Experiments show that training students with exercises with diverse forms, developing students'divergent thinking, and stimulating cognitive conflict, etc., are effective methods to overcome thinking set. It's beneficial to overcome the bad thinking set in the biological learning process of high school students. The preliminary experimental application indicates that the effect is satisfactory, practical and especially operative. It has certain functions in improving the biology achievements for students, and can train independence and flexibility of student's thinking as well.