Research On The Cultivation Of Students' Rational Thinking In Senior High School Biology Teaching

Rational thinking is an important part of the core quality of biology and the core of the thinking ability of biology.In the era of knowledge economy,a great deal of information is pouring into our sight.How to quickly acquire knowledge that is conducive to selfdevelopment and distinguish the truth from the false of information requires excellent thinking and thinking habits.Indeed,rational thinking is an excellent habit of thinking,which can be acquired through systematic cultivation.With the deep development and reform of biology curriculum,we have transformed our focus to developing the students' ability of rational thinking from the mastery of students' basic knowledge ability.In this case,it is particularly important to explore a new classroom teaching mode that matches the new curriculum concept.From this point of view,whether from the perspective of students' lifelong development or the trend of education reform,it is vital to study the cultivation of physiological thinking in senior high school,which can not only promote the development of basic education curriculum and teaching reform,but also promote the formation and development of students' rational thinking.Based on the literature review at home and abroad,and according to the requirements of the latest edition of senior high school biology curriculum standards,guided by pedagogy,psychology and biology curriculum theory,this study adopts literature analysis,questionnaires method,interview,data statistical analysis,case study and so on.The main contents of this study are as follows:Firstly,through literature analysis method,the relevant theories of rational thinking are elaborated in addition,the connotation,measurement,characteristics of rational thinking,as well as its role in high school biology learning and related theoretical basis are analyzed.Secondly,questionnaire survey and interview are used to investigate the current situation of the cultivation of high school students' rational thinking.Through the statistical analysis of the results,it shows that the development of physiological thinking in senior high school is unbalanced among different grades and different sexes.At the level of cognitive,mode and thinking strategy and ability of rational thinking,the development of rational thinking tends to be mature in senior two and senior three.The first graders are still in the early stage of rational thinking,and they have a strong plasticity.In order to further explore the reasons behind the problems in the development of physiological thinking in senior high schools,we interviewed teacher.Combining the subjective and objective factors,we concluded that the main reasons were: Students' factors,the traditional atmosphere of education,the single evaluation model and the lack of biology experiment teaching in senior high schools.Thirdly,in view of the problems existing in the cultivation of physiological thinking in senior high school,combining the results of questionnaires as well interviews and the comprehensive rational thinking theory,this paper puts forward the construction of strategies from the aspects of biology classroom teaching and extracurricular activities.Starting from the teaching objectives,contents,methods and evaluations,biology classroom teaching puts forward the formulation of teaching objectives based on higher-order cognition,the organization of teaching contents based on project learning,the transformation of teaching methods based on inquiry learning,and the transformation of teaching evaluation based on developmental evaluation;the extracurricular activities of biology are respectively from the creation of biological models,biological social practice,the activities of biological debates and the development of biological open resources.Use the cultivation of rational thinking to implement in students' learning life.Finally,the teaching design is carried out according to the operational points of the strategy of cultivating physiological thinking in senior high school.Two lesson examples “Exploring the Effect of Temperature on Enzymatic Reaction Activity” and “Gene on Chromosome” about the cultivation of rational thinking are designed according to the requirements of the curriculum standard and a brief analysis of the two is made.