Study On The Training Of Thinking Ability In The Classification Teaching Of High School Biology Knowledge

The 21 st century is an era of rapid development of science and technology.The demand for innovative talents and professional talents is increasing.In the essential qualities of talents,thinking ability is at the core position,and the "Ordinary High School Biology Curriculum Standards(2017 Edition)" also clearly proposes to develop students' rational thinking in biology classroom teaching.The biological knowledge is complex,on the basis of knowledge classification,the use of appropriate teaching strategies for different types of knowledge for classification teaching is conducive to the development of students' thinking ability.Based on the classification of high school biology knowledge,this study designs corresponding teaching strategies according to the characteristics of different knowledge,and explores the impact of knowledge classification teaching on students' thinking ability training.Firstly,the questionnaire survey method was used to investigate 40 bio-teachers and analyze the survey results.In the current high school biology teaching,teachers applied knowledge classification teaching to the current situation of students' thinking ability training.Secondly,using the literature research method,according to the knowledge classification theory of Anderson et al.,combined with the characteristics of biological knowledge,classify all the knowledge in the high school compulsory one textbook,and sum up the relationship between each type of knowledge and thinking ability.On this basis,all the knowledge in Compulsory One will be s orted out according to the chapters,and the thinking ability of each type of knowledge in the chapters will be summarized,and then based on the learning and teaching model proposed by Pi Liansheng,according to the students' learning.Regular ly,design a teaching strategy suitable for different types of knowledge,and use case study method to carry out case design for three representative chapters in compulsory one textbook,and reflect the cultivation of thinking ability in knowledge des ign teaching in the des ign process.Finally,the experimental research method is used to test the influence of knowledge classification teaching on the development of students' thinking ability.The results of the thinking ability level test of the experimental class and the control class are statistically analyzed by using the Spass software.The results show that:(1)Only 15% of bio-teachers have an understanding of the relationship between knowledge classification teaching and students' thinking ability training,but mos t bio-teachers believe that it is feasible to apply knowledge classification teaching in biology classrooms,and it is beneficial to train students' thinking ability.(2)From the results of the students' thinking ability level test,combining the biological knowledge classification teaching with the cultivation of thinking ability can effectively promote the development of students' thinking ability and improve the teaching quality.(3)In the biology teaching,the knowledge classification teaching is adopted,the students' thinking in the classroom is more active,and the internalization knowledge is faster.(4)According to Pi Liansheng's learning and teaching model,the teaching strategy of knowledge classification is designed to cultivate students' pertinence of thinking ability.With the development of science and technology,biological knowledge has exploded,and the diversity of knowledge also means the diversity of thinking ability,combing complex knowledge into a systematic and regular knowledge system,and using classified teaching strategies to develop students.The ability to think is an important way to train all-round talents in the teaching of high school biology.