Practical Research On Cultivating Students' Scientific Thinking In High School Biology Case Teaching

In order to meet the high demand of social development for the quality of talent,based on the in-depth understanding and analysis of the international curriculum reform,and on the basis of inheriting the valuable experience of curriculum reform in China,the new curriculum standards for biology were revised and introduced by the Ministry of Education.The cultivation of students' biology core literacy is advocated in the new curriculum standard.Biological core literacy is the basic ability and essential quality for students to adapt to the development of the times.Scientific thinking is an important part of biological core literacy,and it is very important for the improvement of biological core literacy.What kind of teaching methods can effectively improve students' scientific thinking ability has become a problem faced by every educator.Case teaching is a teaching method that guides students to explore specific problem situations under the guidance of teachers.Case teaching pays attention to arousing students' cognitive conflict through creating problems and promoting the collision of thinking through the exchange of ideas.Case teaching can cultivate students' ability to solve problems through logical thinking based on facts and evidence in the process of exploring problem situations,which is conducive to the improvement of students' scientific thinking ability.The main content of this study is to explore the influence of case teaching practice on the cultivation of students' scientific thinking ability.The characteristics and advantages of case teaching were analyzed,case teaching was integrated with scientific thinking,the cognitive level and psychological characteristics of senior high school students was combined,and teaching cases for case teaching practice were compiled in this paper.In terms of teaching practice,classes of different levels(2rocket classes and 2 parallel classes)are selected as the research object.One rocket class and one parallel class are randomly selected as the control class for traditional teaching,while the other two classes are used as the experimental class for case teaching.After the practice of case teaching,the changes of students' scientific thinking before and after case teaching were investigated by using two sets of self-designed scientific thinking test papers.The results are as follows:(1)Case teaching as a whole can promote the development of students' scientific thinking.After the practice of case teaching,the students in the experimental class scored significantly higher in the post-test of scientific thinking than those in thecontrol class(sig < 0.05),which indicates that case teaching can generally promote the development of students' scientific thinking.(2)Case teaching has different effects on the promotion of scientific thinking at different levels.After the practice of case teaching,the results of the third and fourth level of scientific thinking of students in the experimental class were improved(sig <0.05),while the results of the first level were not significantly improved(sig > 0.05).(3)The improvement of students' scientific thinking in different levels of classes is different before and after case teaching.In the experimental class,the level of scientific thinking II of rocket class did not improve significantly(sig > 0.05),while the level of scientific thinking II of parallel class improved significantly(sig < 0.05).Finally,the shortcomings of this study are summarized and the prospects for future research are put forward in order to provide some references and suggestions for educators to carry out case teaching and cultivate students' scientific thinking.