Research On The Cultivation Of Rational Thinking In Senior Middle School Biology Teaching

In “Chinese students developing Core Literacy”,the core is to train “an all round person”.There are 18 basic points involved in core literacy,one of which is rational thinking.The realization of the cultivation of core accomplishment must depend on classroom teaching and the core accomplishment of subject plays the intermediary role.The core accomplishment of biology consists of four factors: life concept,rational thinking,scientific inquiry and social responsibility.And the “General Senior High School Biology Curriculum Standard” changed the factor of “rational thinking” into “scientific thinking” in core competencies.In fact,“scientific thinking” covers more extensive connotations than “rational thinking”,because it also contains perceptual thinking.However,perceptual thinking does not have a strict and clear logical line,so the cultivation of students' scientific thinking in senior high school is still focused on the cultivation of rational thinking.This research adopts the method of literature research and questionnaire to investigate the current situation of rational thinking in the process of biology learning and the cultivation of rational thinking in the teaching process of biology teachers,so as to understand the students' thinking aim,method or thought,material representation,teachers' attitude towards rational thinking and the infiltration of rational thinking in the teaching process.Then,according to the results of the investigation,the effective strategies of cultivating students' rational thinking are put forward,and the effectiveness of the typical cases is demonstrated by using the method of lesson case analysis.First of all,the high school biolo gy teachers in Yantai and Q ingdao and the students in Zhifu District,Yantai,Shandong Province were chosen as participants for investigation.The results show that the rational thinking of the sophomore and junior high school students is in the mature sta ge in the course of biology study,while the students in senior one are still in the early stage of maturity,and the plasticity is great.Especially in methods or thinking,self-monitoring and thinking quality,their performance is relatively deficient.Moreover,most teachers can realize the importance of rational thinking training,and will consciously adopt the teaching method which is conducive to the cultivation of students' rational thinking in the teaching process.However,some teachers still don't have a good understanding of rational thinking,and claim that it is restricted by various objective conditions.Secondly,on the basis of the connotations and characteristics of biological rational thinking in senior high school,aiming at the problems found in the investigation,this paper puts forward the strategies of cultivating rational thinking in the biology teaching of six senior high schools,mainly including:(1)Defining the purpose of rational thinking;(2)Strengthening the cultivation of rat ional thinking method;(3)Diversification of Teaching forms and improvement of students' ability to represent Materials;(4)Paying attention to students' self-evaluation and reflection and cultivating students' self-monitoring ability;(5)Employing problem situational Teaching strategies to improve students' thinking quality;(6)Adopting inquiry teaching strategies to train students' will quality.Finally,in order to verify the validity and feasibility of the training strategy,two lesson examples(“Mendelian experiment of Pea Hybridization(I)” and “Flow Mosaic Model of Biofilm”)about the cultivation of rational thinking are designed according to the requirements of the curriculum standard and a brief analysis of the two is made.