Practice Of Analogical Reasoning In Junior High School Biology Teaching

While studying biology,a discipline of science,it’s important for students to obtain systematic biology knowledge,but the most important thing is to develop correct habits of thinking and scientific method of studying。Junior high school is an important stage for student to develop logical thinking。It can not only improve the learning effect effectively but also improve the efficiency of classroom teaching if applying analogical reasoning to biology teaching process。Also,it can make great sense for students to develop correct logical thinking and the ability of analogical reasoning。In order to understand the problems that exist in current teaching of biology in junior high school,this paper studies and searches the status of analogical reasoning teaching that junior high school teachers carry out in their classrooms,with the methods of literature,observation,interview and educational experiment,and propose appropriate strategies for solving specific problems on this basis。At the same time,we analyze and sort out junior high school biology textbooks of Lu version and selected typical knowledge content to carry out analogical reasoning instructional design。Both of them can provide a reference for teachers and research work。First, we searched some teachers in Yantai through questionnaires and interviews, aiming at knowing the status of analogical reasoning in classrooms。The results shows that although most of the teachers adapted analogical reasoning in their teaching process,specific application of the concepts and theories of analogical reasoning are still lack of scientific and comprehensive understanding。Teachers generally agreed the positive effect that analogical reasoning brings in teaching,but in actual teaching, the awareness that teachers use analogical reasoning initiative is not high,curriculum execution is not strong and the execution of program is not strong。There are also some deviations and errors in the specific process of use。The application of analogical reasoning is lack of accurate and scientific certainty。Case design and resource library for teachers to learn and reference is very little。The path that teachers acquire knowledge is simples so related training of teaching and research activities are scanty。Second,we analyzed six volumes of biology textbooks of Lu version and neatened and analyzed the content that suited for analogical reasoning in teaching。On this basis,based on the positive effect in teaching and the problems found in research,analogical reasoning in teaching positive role-based survey found that for the problem,we proposed some corresponding solutions to help junior high school biology teachers to carry out analogical reasoning teaching more scientifically。Finally,we selected the typical knowledge content in textbook and made some teaching design about analogical reasoning and applied the design to practical research。Through teaching practice we found that the use of analogical reasoning in biology teaching of junior high school can improve students’ interest and enthusiasm。 It can help teachers to break teaching focus and help students to form systematic biology knowledge。At the same time, it can promote the development of students ’ thinking and improve the ability of logical thinking and analogical reasoning。...