Design And Implementation Of Comprehensive Practical Activities For Cultivating Informal Reasoning Ability Junior Middle School Students

Informal reasoning ability,that is,the reasoning ability of individuals to put forward opinions on controversial and poorly structured problems and use reasons to prove that the opinions are reasonable or unreasonable.The new curriculum standard proposes to develop the core literacy of biology in the four aspects of students' life concept,scientific thinking,scientific inquiry and social responsibility,and good informal reasoning ability helps students develop rational thinking and social responsibility.At the same time,informal reasoning is a life skill of citizens.Improving the ability of informal reasoning can help improve the living standards of citizens.Therefore,it is of great significance to cultivate students' informal reasoning ability.There are many interesting open issues in the biology course.Discussion of open issues can help students develop informal reasoning skills.As a compulsory course,comprehensive practice activities can provide sufficient time and space for students to understand and discuss bio-social science issues.Therefore,this study combines comprehensive practice activities with the cultivation of informal reasoning ability,and attempts to design a special training for informal reasoning.Comprehensive practical activities of competence.In this study,by referring to the literature,we tried to combine the two teaching modes of the informal reasoning theory course and the social science problem course,and designed the "informal reasoning theory teaching-social science topics related biological knowledge teaching-to carry out the social science topic debate" It is a comprehensive practical activity of the activity process to cultivate students' informal reasoning ability.Before conducting comprehensive practical activities,the semi-structured interview method was used to interview first-line junior high school biology teachers from Guangzhou,Shenzhen,Meizhou,and Heyuan to understand the current situation of junior high school biology classroom training students 'informal reasoning ability,and the use of“ informal reasoning ” Theoretical Teaching-Social Science Topics Related Biological Knowledge Teaching-Conducting Social ScienceTopic Thematic Debates "is the feasibility of cultivating students' informal reasoning ability for a comprehensive practical activity process.In order to verify the effectiveness of this comprehensive practice to cultivate students' informal reasoning ability,the questionnaire survey method and experimental research method are used to conduct teaching practice research.From October to November 2019,the students in two parallel classes taught by the same biology teacher in the second grade of a middle school in Heyuan City were used as experimental objects to carry out 4 hours of comprehensive practical activities for students in the experimental class,and 1 hour for the control class Knowledge lectures and 3 hours of self-directed learning.Using the Self-Assessment Questionnaire on Informal Reasoning-Related Ability and the Cloning Technology Knowledge Test Paper,the students 'informal reasoning ability and cloning technology biology-related knowledge were evaluated.Based on the results of two monthly biological examinations,this comprehensive practical activity was analyzed Develop the effectiveness of students' informal reasoning ability.The research results showed that:(1)This comprehensive practice activity helps to improve students' informal reasoning ability.The average score of the experimental class is increased from 95.81 to 105.62,P <0.01.Among them,the scores of the four factors "argument ability,reasoning ability,question interest,and refutation ability" reached a significant difference.(2)This comprehensive practical activity can help students master the biological knowledge of the topic.The average score of the experimental class students has increased from 4.79 to 6.17(out of 8 points),P <0.01.(3)There is no significant difference in biological performance between the control class and the experimental class before and after the activity,but the improvement of the biological performance of the experimental class students is greater than that of the control class students,indicating that this comprehensive practical activity cannot significantly improve the biological performance of students in the short term Academic performance.It is concluded that: "Informal Reasoning Theory Teaching-Social Science Topics Related Biological Knowledge Teaching-Conducting Social Science Topic Thematic Debates" as a process of comprehensive practicalactivities is conducive to the cultivation of students' informal reasoning ability,and at the same time helps students Learn and master the biological knowledge related to the activity theme.