Research And Practice On The Development Of Logical Reasoning Ability Of Students Through The Teaching Of Biology Science History

In the new curriculum reform in high school, and puts forward some newcurriculum concept, which referred to should pay attention to the life science historyteaching, to cultivate the ability of students, to cultivate students’ reasoning capacity.This part is the original teaching weaknesses, although the new curriculum reform,attach great importance to these aspects, but in the front-line teachers, to be trulyembodies the concept of the new curriculum in the teaching, there are somedifficulties, how to fully tap the potential value of life history, cultivating students’ability, I do practice research in teaching.This paper will and cultivation of students’ ability of logical reasoningcombined with organic life science history teaching, puts forward some teachingstrategies, teaching practice through the detailed design of the teaching, in theteaching practice, carefully reading the junior middle school, high school biologyteaching material, still read some extracurricular life science history. According tothe actual teaching the history of life science classification. Read some books andarticles and logical reasoning, in order to find the combination point of the lifescience history and logical reasoning ability. Into the classroom, and other teachingactivities. On the teachers’ teaching activities are analyzed.Based on the statistical analysis of one or two classes of students last semester,all the final score, there was no significant difference between the two classes ofstudents scores. In the front and post test, design knowledge test and logicalreasoning ability test, logical reasoning ability test is based on the knowledge in thevolume of knowledge points in the compilation of the. Through the statisticalanalysis of the pretest logical reasoning ability test scores, no significant differencesin logical reasoning ability in a class of two students. This ensures the feasibility ofteaching practice.In this paper, using the wheel group experiment, in class teaching practice, inthe first, three, five, seven class teaching practice, the200classes as theexperimental class,205classes as the control classes; in the second, four, six, eight teaching practice teaching, class200as the control class, class205as theexperimental class. The eight classroom performance of two classes of statisticalanalysis, the experimental class is always better than the control class teachingachievement is good, and there are significant differences in two classes ofclassroom performance. After a year of teaching practice, the post test, post test,design knowledge test and logical reasoning ability test, logical reasoning ability testis based on the knowledge, knowledge points in the post test, based on logicalreasoning ability test results for statistical analysis, results between the two classes isnot significant. Can be said that the use of the teaching strategies, for life sciencehistory teaching activities to train students’ ability of logical reasoning is valid. Aftera year of teaching practice, logical reasoning ability of the students of the two classeshave been improved.