Research On The Teaching Practice Of "Hypothesis-deduction" In Biology Of High School

The new curriculum standard(2017 Edition)clearly demands the improvement of students’ biological science literacy,Cultivating students’ deductive reasoning ability is a key way to improve students’ biological science literacy.The“hypothesis-deductive method” is an important scientific method in the High School Biology(PEP edition)compulsory 2 Genetic and Evolutionary.The teaching of“hypothesis-deductive method” is that teachers guide students to explore biological knowledge voluntarily by using the scientific thinking methods,such as hypothetical method,deductive reasoning method and creative thinking method.The teaching of“hypothesis-deductive method” is helpful for students to understand biological knowledge deeply,especially the process of deductive reasoning and argumentation in teaching,which can effectively improve students’ deductive reasoning ability,and cultivate students’ scientific thinking mode in the process of inquiry.With the advancement of curriculum reform,educational researchers and teachers pay more attention to the application of “hypothesis-deductive method” in high school biology teaching.In recent years,the "hypothesis-deductive method" is a hot and key knowledge in the college entrance examination.However,the deductive reasoning and argumentation link of this scientific method has not been fully experienced and trained in high school biology teaching.An important way to improve students’ ability of deductive reasoning in order to cultivate students’ biological scientific literacy is the teaching of hypothesis deduction.Therefore,it is a teaching method that cannot be neglected.This research takes the practice of "hypothesis-deductive method" in biology teaching in senior middle school as a subject.Combined with the theory of hypothesisdeduction,the hypothesis deduction method is applied in senior high school biology teaching,and it is evaluated by paper and pencil test.The purpose of this study is to help students understand the knowledge of biology deeply,cultivate students’ scientific thinking method and deductive reasoning ability,and improve the efficiency of classroom teaching.In this study,the two methods of education and research are used in the study of education.This thesis is divided into four chapters to discuss the teaching practice of "hypothesis-deductive method" in high school biology.The first chapter expounds the background of the research,the proposal of the research subject,the purpose and significance of the research,the content and methods of the research.The second chapter expounds the theoretical basis of the hypothesis deduction method in high school biology teaching,including the summary of the hypothesis-deductive method and the process of hypothesis deduction.The third chapter is divided into three parts to explain the teaching practice of "hypothesis-deductive method" in high school biology.The first part is based on the theory of hypothesis deduction in the second chapter,and systematically sorts out the teaching content of the the High School Biology(PEP edition)compulsory 2 Genetic and Evolutionary.The second part is the analysis and research of the teaching content that is carding out by the hypothesis-deductive method,and has compiled the instructional design of "hypothesis deduction" in senior middle school biology,which strengthens the process of deductive reasoning and argumentation.The third part implements the instructional design of "hypothesis-deductive method" in senior middle school biology,which is based on deductive reasoning and argumentation.used the students of class 1(8)and class 1(1)as the research object to carry out "hypothesis-deductive" teaching in class teaching.The experimental class implemented the teaching design of "hypothesis deductive method" in high school biology with the process of strengthening "deductive reasoning" and "argumentation".The control class only uses the conventional "hypothesis-deductive method" Teaching.After the implementation of instructional design,we evaluated students’ biological knowledge by pencil and pencil test.We found that students could understand biological knowledge deeply,and solve problems through deductive reasoning and acquired biological knowledge,so as to achieve the goal of teaching better.The fourth chapter draws conclusions from the analysis of test results show that thestudents,to strengthen the "deductive reasoning" and "argument" and "hypothesis deduction" teaching method can help students understand the knowledge of biology,but also improve the reasoning ability of students,help teachers to improve classroom teaching efficiency.