Evaluation Of Biological Engineering Thinking Quality And Instructional Design For Senior High School Science Students

In June 2013,the United States issued the Next Generation Science Standards,which put engineering education in science subject at an unprecedented level.In January 2018,China officially released the Curriculum standards of biology in Senior High School(2017 Edition),in which engineering was added for the first time,and "Biotechnology and Engineering" was set as an independent optional compulsory module.Therefore,the engineering education is very important.Engineering thinking is the core part of engineering.At present,there is no case of systematic evaluation of biological engineering thinking quality of senior high school science students.The teaching design and the evaluation of biological engineering thinking quality of senior high school,which have important referenced significance for the educational institutions to formulate cultivation plans and the front-line teachers to design biological engineering teaching.In order to comprehensively highlight the characteristics of engineering thinking,this paper redefines engineering thinking: engineering thinking is a planning thinking of updated design and implementation based on multi-knowledge and engineering technology to reflect better engineering value.According to the new definition and combined with other related theories,the writer divided biological engineering thinking into dimensions.Based on the third-level dimension elements,the questionnaire is constructed from two aspects: cognitive level(students' understanding of the relationship between the third-level dimension elements and the biological engineering project)and practical level(students' understanding of the third-level dimension elements in practice),and the four different choices of every question are assigned.The questionnaire is used to evaluate the biological engineering thinking quality of senior high school science students in two high schools in Hanzhong(the first grade is intended to science),so as to get the specific marks of the students' engineering thinking quality.Rejecting unqualified questionnaires,the writer used statistical software SPSS to analyse the qualified questionnaires.According to the conclusions of the analysis,some suggestions were put forward to improve the biological engineering thinking quality and the biological engineering teaching course is designed.The conclusions show that:(1)from the perspective of the overall statistical analysis of biological engineering thinking quality,the biological engineering thinking quality of senior high school science students is at the middle and lower level.(2)from the local statistical analysis of biological engineering thinking quality: Senior high school science students show that the cognitive level is generally higher than the practical level;the students' cognitive level of humanistic knowledge,aesthetic knowledge and aesthetic value is low;the students have a low level of cognition in both engineering technology and design ability.According to the developmental characteristics of biological engineering thinking quality of senior high school science students,some suggestions are put forward:(1)improve students' awareness of biological engineering;(2)set up the teaching objectives of engineering;(3)set up the scenarios of biological engineering projects;(4)attach importance to the optional teaching materials of biology;(5)attach importance to the comprehensive practical activities of biology;(6)attach importance to the cultivation of biological teachers' engineering thinking quality.Based on the constructed “TIVOMD engineering teaching model” and the developmental characteristics of biological engineering thinking quality of senior high school science students,a biological engineering teaching course: fruit wine and vinegar production,was designed.