Practice Research On The Participatory Teaching Based On The Cultivation Of Scientific Thinking Literacy In Biology Of High School

The 2017 edition of Biology Curriculum Standards for Senior High Schools clearly points out that biology curriculum is aimed at improving students' core literacy of biology and that scientific thinking is one of the four core literacy of biology.It emphasizes that students should actively participate in learning and let students participate in the activities of hands-on and brains.Participatory teaching "students as the main body,requiring students to participate actively in teaching" is consistent with the new curriculum standard which emphasizes the concept of students' active participation.Participatory teaching takes the form of group activities.Each student actively participates in experience,exploration,communication and expression,and constructs knowledge,grasps methods and develops ability in participation.Therefore,in order to promote students to develop the habit of using thinking methods to understand life phenomena and their rules of activities and to improve their ability to solve practical problems,the author explores the use of Participatory Teaching in high school biology classroom teaching to cultivate students' scientific thinking literacy through literature analysis,questionnaire survey and teaching experiment.On the basis of reviewing the research progress of participatory teaching at home and abroad,the relationship between participatory teaching and cultivation of scientific thinking and its theoretical basis,and through self-made questionnaires,this paper finds out that senior two students of No.1 Middle School of New Society in Jiangmen City have insufficient investment in learning biology,lack of skilled use of thinking methods,poor ability of language and text expression,and unsatisfactory learning results.Therefore,the teaching strategies of Participatory Teaching Based on the cultivation of scientific thinking literacy are put forward: trying to improve the breadth of participation;flexibly using thinking methods to improve the depth of participation;cleverly asking questions to improve the effectiveness of activities;grasping good teaching opportunities and guiding meaningful exploration.By using questionnaires and interviews,this paper investigates the attention ofsenior high school biology teachers in Xinhui District of Jiangmen City on scientific thinking literacy and the implementation of participatory teaching.The results show that teachers pay the highest attention to scientific thinking literacy,and the application rate of participatory implementation forms such as model building,problem discussion and cooperative inquiry is high.There is a lack of diversified activities and evaluation in classroom implementation.Taking the sophomores of senior high school as the experimental subjects,this paper uses the participatory teaching activity design proposed by the author to conduct a four-month teaching experiment in the biology classroom of senior high school.In the teaching experiment,two classes with no significant difference in biology achievement were selected as the control class and the experimental class respectively.The control class was taught by teachers,and the experimental class implemented participatory teaching.The results showed that the post-test scores of the experimental class were significantly better than those of the control class(t =-2.021,P < 0.05),and the role of Participatory Teaching in improving the performance of students at different levels was heterogeneous.The results of the excellent students and middle-level students in the experimental class were significantly higher than those of the control class,and there was no significant difference between the students with learning difficulties.The proportion of the students who could correctly express the questions in words in the experimental class was indicated by the investigation of scientific thinking.Compared with the control class,the experimental class improved significantly in the use of analytical and comprehensive thinking methods,cooperation with others and expression ability(P < 0.05).In view of this,the author suggests that in participatory teaching activities,tasks and problems should be used to drive students to think,and at the same time,the use of scientific thinking methods should be infiltrated,which will help to cultivate students' scientific thinking literacy.