Knowledge of genetics of the biology subject in senior high school is difficult to understand,and it is also a frequent test point in the college entrance examination.Knowledge point of genetics is very logical and comprehensive,and method to examine is very flexible,so genetics is often the difficult for students to learn and also the focus for teacher to teach.To help students overcome the difficulties of solving problems,improve their efficiency of solving problems and their academic performance,doing a lot of practices and commentary has become the main teaching methods.However,in this mode there are still some students whose problem-solving ability have failed to be improved,and what’s worse,the students even become bored or lose confidence or have other negative emotions.Therefore,how to improve their problem-solving ability without increasing the burden of learning has become an urgent problem to be solved in biology teaching.The improvement of problem-solving ability needs to start from the internal mechanism of problem-solving,namely the starting point of thinking.In this paper,the "two-type" genetics probability question related to Mendelian law from the perspective of cognitive psychology were taken as examples to study on the thinking strategy and its application,in solving bio-genetic problems in high school.This study is divided into two parts.Firstly,the structure of the thinking strategy for high school students solving genetic problems is explored in the form of questionnaire.In this part,the sophomore students in the senior high school has mainly selected,where the author is an intern as the survey object,and seven kinds of thinking strategies to solve genetics problems have been explored: information proliferation strategy,graphic simplification strategy,two-way reasoning strategy,divergence-optimal strategy,step-comprehensive strategy,special transformation strategy,introspection migration strategy.Then,the application of these strategies used by the moderate students were analyzed,combined with specific examples.The analysis showed that there is a significant positive correlation between the level of students using problem-solving strategies and the correctness of problem-solving,that is,the better the thinking strategy is used,the higher the correctness of solving problems is;at the same time,it is found that the correct rate of moderate students to solve problems is low,and their application of problem-solving strategy is also poor.Most students cannot use the problem-solving strategy to help solve the problems.Combining with the existing research results,it is found that the factors that affect students’ effective use of problemsolving strategies mainly exist in three aspects: students’ knowledge,problem solving experience and consciousness of using strategies.The effective use of these strategies to promote students’ problem-solving strategies is an important way to guide students and teachers to go out of the "sea of exam questions" and improve students’ ability to solve problems.Therefore,the following teaching suggestions were put forward against the main factors affecting the effective use of thinking strategies: Improve the understanding about thinking strategies and emphasize on the practice;lay a solid foundation of knowledge and form a knowledge system;carefully select the exercises for a better result with less effort;exchange ideas among students and teachers and review for improvement;manage problems with which the students have made mistakes and introspect for improvement.In this way,the teachers can improve the students’ ability to solve genetics problems and reduce the academic burden in the teaching process. |