Practical Research On Cultivating Students' Scientific Thinking In Senior Middle Schoolbiology By Question String Teaching

The new round of curriculum reform conforms to the requirements of the times,and puts forward the curriculum tenet of developing students 'core qualities.Scientific thinking as its core component has profound significance for students' future study and life.Based on the phenomenon of "emphasizing knowledge and thinking lightly" in traditional classroom teaching,effective questioning can mobilize students 'learning initiative and promote the development of students' thinking.Guide students to comprehensively use comparative analysis,inductive summarization,logical reasoning,judgment and other methods to explore and solve problems,so that students can achieve a deep understanding of what they have learned,master biological concepts,principles or laws,and promote their scientific thinking ability And development.Therefore,this article puts forward the topic of "Practical Research on Cultivation of Students' Scientific Thinking in Senior Middle School Biology".This subject aims to explore the impact of the implementation of question string teaching in high school biology classrooms on the development of students' scientific thinking ability,with a view to attracting the attention of the majority of front-line teachers to the cultivation of students' scientific thinking,and strengthening the effective implementation of scientific thinking training goals,so as to effectively Improve students' scientific thinking ability.Therefore,based on the practical research of question string teaching in the development of students 'scientific thinking,combined with the new curriculum standard on the elaboration of scientific thinking,the People 's Education Edition of the ordinary high school biological experiment textbook(hereinafter referred to as the “ Human Education Edition ”)as the main carrier,proposed A series of teaching strategies based on different questions of different scientific thinking and applying them to teaching practice to test their effectiveness.The full text is mainly divided into two parts.The first part is mainly about the effectiveness of question string teaching on the cultivation of students 'scientific thinking,that is,theoretical research;the second part is the application of question string teaching in high school biology teaching to train students' scientific thinking,that is,practice the study.The first part includes the contents of the first three chapters.First,on the basis of a large amount of research literature,the research status of problem string teaching at home and abroad is sorted out.Then,combined with previous studies,the concepts of problem,problem string,thinking,and scientific thinking are defined,and the principles of problem string design are summarized And scientific thinking methods,and from the perspective of educational psychology,the value and scientific nature of question string teaching in cultivating students' scientific thinking are analyzed;finally,different question string teaching strategies are constructed for different scientific thinking.The second part includes the content of the last three chapters.In order to test the effectiveness of question string teaching on the cultivation of scientific thinking,through paper-and-pencil tests and questionnaire surveys on students after teaching practice,the development of students' scientific thinking is quantitatively and qualitatively tested to illustrate the effect of question string teaching.Finally,statistical analysis of the test data is performed through software such as Excel,SPSS22.0 and questionnaire stars.The preand post-test results of the "Scientific Thinking Test" show that after the teaching practice of the experimental class,the overall score of scientific thinking is significantly higher than that of the control class,P = 0.024 <0.05,which has a significant difference.The analysis of post-test results found that the question string teaching did not have the same degree of improvement in the development of scientific thinking in all dimensions,showing obvious differences;through the statistical results of the questionnaire survey results of theexperimental class,it was found that: after experiencing a semester of question string teaching The students' thinking is more active and their concentration is more concentrated.Most students hold a positive attitude to their subjective feelings and evaluation of their scientific thinking development,but there are still certain differences in their understanding of the development of different scientific thinking.It can be concluded from this that question string teaching can effectively stimulate students' thinking activities and concentrate students' attention,which has a significant positive effect on the development of students' scientific thinking,but has different effects on scientific thinking in different dimensions.