An Analysis Of Resources And Practice On Fostering Scientific Thinking In Biological Experiment Teaching Of High School

Whether from the aspects of social development,educational reform or students' longterm development,the cultivation of scientific thinking needs urgent attention.Biological experiments in middle school are a significant part of biology,a necessary way to improve practical ability,and a vital position and good carrier to develop students' scientific thinking.Therefore,the author puts forward the topic of " An Analysis of Resources and Practice on Fostering Scientific Thinking in Biological Experiment Teaching of High School".Aiming at the problem of how to foster high school students' scientific thinking and relying on the experiments in the ordinary high school biology textbooks published by People's Education Press,this study preliminarily analyses the experimental materials of scientific-thinking cultivation and proposes the strategies.Accordingly,teaching plans are compiled and practical teaching was carried out to verify its effectiveness.This study is composed of two parts,the first part is the theoretical research of cultivating scientific thought for penetrating biological experiments,and the second part is the practical research of training scientific thinking around high school biological experiments.The first part contains the contents of the first three chapters: Firstly,based on the new curriculum standard of 2017,pedagogical theory,psychology,curriculum and teaching theory and biology teaching theory of middle school,the author defines the concepts of thinking,scientific of thinking,scientific thinking of biology by adopting the methods of literature analysis,and writes a research summary on scientific-thinking development at home and abroad.Then,based on a great deal of reading references,the author divides scientific thinking into five categories: induction and generalization,deduction and reasoning,model and modeling,critical thinking and creative thinking;the experiments are segmented into three types according to the relevant contents of high school biology experiment,the cardinal descriptions about scientific thinking in high school biology experiment are classified,and the resources' classification tables of high school biology experiment scientific-thinking development are summarized.Ultimately,on account of the above analysis,the tactics of fostering scientific thinking in senior school biology experiment are presented.The second part includes the substances of the last four chapters.Initially,by way of testing the effects about scientific thinking cultivation means in the experiment,the author qualitatively and quantitatively evaluates the results of teaching practice by mainly employing three methods that consists of examination paper evaluation,classroom observation and interviews.Afterwards,guided by Dewey's thought of "learning by doing" and the theory of the zone of recent development,the author writes and practices teaching cases to train scientific thinking.Subsequently,in accordance with classroom observation,interviews and biological test,the results indicate that: compared with the control class,the experimental classroom atmosphere is more active and effect is better;a majority of students enucleate that scientific thinking is enhanced;the post-test scores are significantly higher than that of the control class and there is an enormous divergence between the two classes.Therefore,the cultivational tactics of scientific thinking in high school biology experiment is effective.