A Practical Research On Cultivating Scientific Thinking Of High-school Students On Biology Under The Background Of Micro-lesson

Scientific thinking is not only one of the four key competencies in ordinary high school biology curriculum standards(2017 edition),also the request of moral education.Training the ability of scientific thinking is a new demand in personal decision,information processing and the improvement of the whole national quality and talent training for a new era.In this context,combining with pedagogy,educational psychology,philosophy and other related fields,this study bases on the analysis of concepts of scientific thinking and biological science thinking.Besides,it takes micro-lesson as the teaching method,and relying on the “organelles——division and cooperation within the system” and “cell energy ‘currency'-ATP” to conduct practical research in the high school biology teaching,which aims to promote the scientific thinking of high school students on biology.This dissertation has six chapters,which is divided into two parts.The first part is theoretic discussion in the first three chapters and the second part is empirical research from chapter four to six.The details are as follows:The first chapter starts with the background of the study and analyzes the three reasons for choosing scientific thinking.First,it comes from the author's five-year teaching experience;Second,the cultivation of students' thinking activities is the focus of current research;Third,the author was influenced by my tutor.Then the author evaluates the theoretical and practical value of the research scientific thinking,determines whether it has value and strong operability,and then summarizes these researches on scientific thinking at home and abroad.Finally,the content of this study is based on the compulsory materials of Biology in high-school.It aims to improve students' scientific thinking in the teaching process of Micro-lesson and mainly make a study through empirical research.The second chapter focuses on the conclusion which has a great deal of researches about scientific thinking.It defines the concept of scientific thinking in both broad and narrow sense.This study of scientific thinking adopts the narrow ones.It is built on Biology knowledge in high-school,and demonstrate from 3 dimensions.The basis is that students can use the knowledge logic order to reproduce the scientific discovery process.The next one is students can demonstrate the hypothesis reasoning process.The last one is students can summarize from perceptual materials to explore and explain the phenomena and laws of life,and examine or demonstrate biological social issues.This chapter also includes four theoretical foundations for defining the concept of scientific thinking and cultivating students' scientific thinking.The third chapter mainly addresses which kinds of instructional design can better train students' scientific thinking.There are four principles in this paper.First,it is beneficial to the construction and internalization of students' knowledge;Second,it is conducive to achieving hierarchical teaching;Third,it is helpful to the students' mastery of learning;Fourth,the teaching design must be flexible and attention should be paid to the generation of problems.Therefore,scientific thinking can be developed through proper training methods.The fourth chapter begins to enter the instructional design part of the empirical study of the cultivation of scientific thinking.The explanation is mainly based on “the main bearer of life activities---protein” and “the ‘energy' of the cell——ATP”,which includes the narration of the Micro-lesson,the eight sub-elements of the instructional design,the content of the paper-pencil test.The format focuses on the student activities and intentions of teaching design in the context of Micro-lesson teaching.It only focuses on the three dimensions of scientific thinking.In the fifth chapter,this chapter mainly analyzes the results of students' scientific thinking in three dimensions.For the first round of teaching experiment results,the difference between the experimental group and the control group was not significant,and the second teaching experiment was deliberately adjusted to the experimental scheme.The experimental results showed that the experimental group is better than another one,which is based on the hypothesis reasoning process and the summary and deduction of the perceptive materials.The results of some teaching experiments are significantly different from the control group(P<0.05).These extremely significant differences mainly exist in the “material trans-membrane transport mode”,“experimental study of the effects of temperature on enzyme activity”,“structure and function of ATP” and “the process of aerobic respiration”.The sixth chapter puts forward the main conclusions and proposes the prospect.There are advantages and disadvantages in Micro-lesson teaching.It is a better way to develop students' ability of generalization and generalization and more conducive to students' autonomous self-construction.The scientific thinking of high-school students can be cultivated and developed.