Research On The Application Of PBL Teaching Mode To Develop Scientific Thinking In High School Biology Teaching

The curriculum standard of biology for senior high school(2017 Edition)condenses the core literacy of the subject,and clearly requires that the aim of biology curriculum is to improve the core literacy of students' biology.The core literacy of biology is the integration and deepening of the three-dimensional teaching objectives of knowledge,ability and emotional attitude values,including four elements of life concept,scientific thinking,scientific inquiry,and social responsibility,each of which is divided into four levels.Among them,scientific thinking is the basis of cultivating students' biological core literacy,so it is particularly important to effectively cultivate students' scientific thinking in high school biology teaching.Problem-based learning(PBL)is an effective way to promote the development of students' scientific thinking.The PBL teaching model takes students as the main body,allowing students to find and analyze problems in real situations,and solve problems through independent inquiry and group cooperation,so as to obtain the core knowledge of disciplines and construct the knowledge system.The PBL teaching model can fully mobilize students' thirst for knowledge and improve students' ability to collect information,cooperate and communicate,logical reasoning,critical reasoning and problem solving.Through reviewing and sorting out the literature,the author found that the domestic research on the cultivation of students' scientific thinking is not comprehensive and systematic,and the research of combining PBL teaching mode with scientific thinking is few.Therefore,this study intends to use the PBL teaching model in senior high school biology teaching to explore the impact of the PBL teaching model on the development of students' scientific thinking,in order to promote relevant research.This research takes PBL teaching mode to cultivate students' scientific thinking literacy as the theme,and conducts theoretical and experimental research.First of all,this study summarizes and analyzes the research status of PBL teaching model and scientific thinking at home and abroad by means of literature research.On the basis of consulting a large number of domestic and foreign literatures,this thesis summarizes the meaning,basic characteristics and implementation steps of PBL teaching mode,and expounds the connotation,methods and uniqueness of scientific thinking in biology.Secondly,on the basis of constructivist learning theory,cognitivist learning theory,situational learning theory and cooperative learning theory,this thesis analyzes the feasibility of PBL teaching mode to cultivate students' scientific thinking,and probes into the strategies of using PBL teaching mode to cultivate students' scientific thinking.On this basis,the author selected three representative cases of "the structure and function of cell membrane","the structure and function of nucleus" and "the energy of the cells' currency 'ATP" in the compulsory module 1 of senior high school biology of human education edition,and analyzed the scientific thinking contained in each section,and based on the PBL teaching mode,carries out the teaching design of cultivating students' scientific thinking literacy.Finally,the author chose two parallel classes in the practice school to conduct teaching experiments,and applied PBL teaching cases to the experimental group,while the control group adopted the traditional teaching mode for teaching.At the end of the teaching experiment,the paper and pencil test and interview were used to test the development and change of scientific thinking in the two groups of students,and the results of teaching practice were evaluated on the basis of quantitative analysis and qualitative analysis.Through the analysis of the results of the three synchronous practice tests,it is found that the experimental group students' academic performance is significantly better than the control group,and the experimental group students are better at using scientific thinking methods to solve problems.The interview results showed that the students in the experimental group are more able to respect facts and evidence.Therefore,the application of PBL teaching mode in senior high school biology teaching can promote the development of students' scientific thinking to a certain extent.In addition,the PBL teaching mode is also conducive to stimulating students' interest and enthusiasm in learning biology,and improving students' ability to learn independently,collect information,cooperate and communicate,find and analyze problems.This study enriches the application research of PBL teaching mode in senior high school biology,and also provides a certain reference for the cultivation of scientific thinking literacy of middle school students.