Cultivatio Of Scientific Spirit Of Students In High School Biology Research Study

The new curriculum standard promulgated in 2017 puts the core qualities of students as the fundamental starting point,advocates students' independent learning,cooperative learning and practical innovation learning,implements the fundamental task of establishing morality,and cultivates new all-round talents that meet the needs of the new era and society.In order to further develop the role of biology,as a discipline,and effectively train students' thinking and scientific spirit in biology,this subject under the leadership of the scientific spirit of courage to explore,critical innovation,seeking truth from facts and mutual help,using the concept of research-based learning This kind of teaching activity implements research-based learning into the study of high school biology courses,truly puts students in the main position of learning,enhances students' spiritual temperament and scientific attitude,and hopes to better achieve the training goals of core literacy.This study first analyzes the current research situation at home and abroad through the literature analysis method,explains the reason for the emergence of research learning,and prospects the significance of research learning under the principle of scientific spirit,and defines and summarizes the concepts,connotations,characteristics and core concepts of scientific spirit and research-based learning.Established the theoretical support of the three aspects of constructivism,humanism and lifelong education.Secondly,through questionnaire survey method and interview method,the basic understanding of the scientific mental state and learning situation of the students in the second grade of a senior high school is carried out.The course design of research-based learning and the flow chart design of teaching activities were conducted.The process is divided into six steps: the teacher prepares the lesson in advance and then selects the applicable content of the teaching materials,solicits the students' interest and willingness to determine the research theme,comprehensively analyzes the textbook and the situation of the student,class divides the group and assigns tasks,the group asks questions and communicates,thestudent implement After the results are displayed and summarized by teachers.Then this study selects the experiment course and concept principle course of biology compulsory one of the high school human education edition for research and practice.The four stages of the practice process are all carried out with students as the main body and teachers as the guidance.Finally,by demonstrating part of the students' learning results and group feedback,the scientific and practical nature of research-based learning is confirmed.Through the above research,combined with activity classroom performance records,and through the analysis of the students' pre-and post-survey survey data and dictation results,it is found that:I.Research-based learning of biology courses in senior high school can improve students' core qualities,learning enthusiasm,autonomy and other aspects,and also contribute to the improvement of students' process participation and practical ability.Compared with traditional teaching,experimental class students are more willing to practice and learn cooperatively,and students also have a new understanding and view on biology;2.The selection and implementation of research topics for research-based learning are carried out in accordance with the wishes of students.They are of certain interest and logic.students' learning motivation,emotions,and evaluation of research activities have been improved to help students.Increase interest in learning;3.Research-based learning helps students to expand knowledge and think scientifically.In the process of exploring knowledge,students can subtly cultivate students 'scientific spirit and scientific thinking and enhance students' biological learning ability.Meanwhile,after discovering this research practice,it has clarified new directions for teachers' teaching effects,teaching evaluation methods,teachers' role-playing,etc.,and has improved teachers' professional quality and professional level.However,after practice,problems such as insufficient time,difficulty in grasping the group process,difficulty in maintaining order in the classroom,and inability to cover all biological content in high school have appeared.Therefore,the later research should carry out deeper excavation and exploration,continuously improve,perfect and practice the research methods of high school biological research,so as to better realize the fundamental task of establishing virtue and cultivating people.