Research On The Effectiveness Of Generative Teaching In Cultivating Scientific Thinking In Senior High School Biology Teaching

The Biology Curriculum Standards in General Senior Middle Schools(2017 edition)gives a new meaning to the curriculum objective of biology,which is to cultivate students' core biological literacy.The core biological literacy includes four aspects,each of which is divided into four levels: level 1,level 2,level 3 and level 4.As one of the four core qualities,scientific thinking is the basis of the other three.Therefore,the cultivation of scientific thinking is particularly significant in the teaching of biology in high school.Generative teaching is a teaching method often used in teaching in recent years.It refers to the dynamic teaching method in which teachers and students develop togethe r by adjusting the teaching objectives and contents appropriately according to different t eaching situations under the preset premise in the process of teaching.First of all,on the basis of the theoretical study of generative teaching,this study summarizes the research status at home and abroad and defines scientific thinking.Then,the author investigates the biology teachers in Kaizhou Middle School of Chongqing by using interview method to understand the current situation of using generative teaching to train students' scientific thinking in biology teaching in high school.In order to prove whether generative teaching can effectively cultivate students' scientific thinking in biology teaching in high school,this study carried out teaching practice in Kaizhou Middle School of Chongqing.And the third,fourth and fifth chapters of Molecular and Cell,high school biology module 1,are taken as the research content.Taking two ordinary classes in the first grade of Kaizhou Middle School in Chongqing as the research object,the author carried out the teaching practice.Through the former and latter scientific thinking test,the two classes took two tests.At last,analyzing the former and latter test scores of the two classes and observing the students,the following conclusions can be gained.1.The pretest scores and post-test scores of the overall scientific thinking of the students in the control class were roughly the same,showing no significant difference(P =0.51>0.05).For the experimental classes,the post-test scores of the overall scientific thinking were significantly higher than the pretest scores and there were significant differences in the two scores(P <0.05),which indicated that generative teaching can effectively promote the development of the overall scientific thinking level of students.2.After the teaching practice,the four levels of scientific thinking of the students in experimental are improved.However,the degree of improvement of generative teaching on the four levels is different.Among the four levels,the degree of improvement on level three is the most obvious.Through teaching practice and three relatively representative teaching practice cases of the experimental classes in the process of teaching practice,the study intercepts the teaching fragments and makes a brief analysis of the teaching effect.Finally,through the interview record of high school biology teachers and the analysis of teaching practice experience,it puts forward several strategies of generative teaching in high school biology teaching to cultivate students' scientific thinking.It provides some reference for high school teachers who work in the front line.