An Empirical Study On The Hypothesis And Deduction Method In The Teaching Of Biology In Senior High School

Scientific teaching method is the greatest work of science course in lots of countries and areas.The new curriculum requires teachers to apply the scientific method to biology classroom teaching in Senior High School.The hypothesis-deductive method is one of the most commonly used scientif ic methods,which has made a substantial achievement in the development of Science.And the method has also been codified in biology mater ial for senior high school.The new curriculum explic itly requests the student to grasp the hypothesis-deductive method and to have the ability to actual application.In last few years,thus,how to apply hypothesis-deductive method to biology classroom teaching has been noted.While,it has become a problem to be solved.So far,the domestic and foreign scholars have discussed how to build a hypothesis-deductive method of classroom teaching,but they are mostly theoretical research.The empir ical study is relatively rare.I conducted the following research to confirm that the hypothesis deductive method was practical and to determine whether the teaching effect was obvious.This study was firstly based on documents and then put forwards teaching goals,principles.and ways.Second,I chose 4 classes in level 10 of the senior high school in guangshan as sample.This study' method employed was pre and post test quasi experimental des ign.And it conducted half a year.During the experiment,the experimental students used the method in classroom teaching,and after that,I used the statistical analysis of biological test scores and thinking test scores,open questionnaire,semi-structured interview and classroom observations to evaluate students' view of scientif ic method.The experiments show that,from the angle of knowledge that the students have said goodbye to the era of theoretical knowledge.Through their research of the knowledge,learners can remember more deeply and understand more thoroughly.Besides,their grades have improved faster than before;In the aspect of ability,the students' experimental design capability and innovative ability have been greatly developed.Students have to independent ly achieve the process which consists of founding the problems,putting forward the hypothesis,deduction,verifying the hypothesis and making the conclusion.Moreover,the students' questions are more innovat ive and the method to solve the problems also showed a lot of innovat ion.In addit ion,when the experimental groups of students are doing the exercises of genetics,their ideas have become very clear,which shows that the students' logical reasoning and analys is capabilit ies have been improved to a certain extent.In the aspect of scientific attitude,the students realized that the direct source of scientif ic knowledge is the experiment rather than textbooks.By repeating the scientists' ways of explor ing,the students learned that the scientif ic inquiry was rigorous and subtle and deeply felt that the scientists' exploring was full of rich imaginat ion.They were also aware of the importance of cooperation and communication,and nowadays the students learn to view the world with a critical eye and seek the development in a pragmatic spirit.In the end,the author summarizes the teaching method of applying deductive method to biology classroom teaching and emphasizes its important role in improving students' biological science literacy.At the same time,it also states the shortcomings existing and indicates the future direction.