Research On The Strategy Of Permeating Scientific Thinking In The Teaching Of Biology Exercises In Senior High School

The middle school stage is the key period for the formation of a person's world outlook and methodology.Middle school education includes not only knowledge education,humanistic emotion education,but also methodology education.It is of great significance to permeate scientific thinking into subject teaching,such as teaching people to fish,laying the foundation for lifelong learning and sustainable development,and is of great significance in the modern society with rapid renewal of knowledge.Today,exercise teaching still account for nearly half the class hours in senior high school.It has become an indispensable teaching method for middle school teachers to learn some strategies and use them to permeate scientific thinking in the exercise teaching.In order to make biology exercise teaching play more important role in middle school,and to permeate scientific thinking effectively,the author studied the problem.First,this research uses the literature research method to review the current status related to the subject,summarizes the previous related research results on the teaching of biological exercises and scientific thinking;Second,briefly introduces the relevant academic concepts and educational teaching theories;Third,the way of thinking of middle school students in solving biological exercises was investigated and analyzed by means of investigation,including self-evaluation(subjective)and exercise test(objective);Fourth,some strategies to permeate scientific thinking in the teaching of biology exercises in senior high school are put forward,such as transposition thinking,thinking map,data analysis,task-driven strategy and so on;Fifth,apply them to teaching practice.Four classes of Zhanjiang B School,Senior 1 Class 1(experimental group),Senior 1 Class 2(control group),Senior 1 Class 7(experimental group)and Senior 1 Class 5(control group)were selected as the subjects of the investigation,and two groups of controlled experiments were carried out for half a year respectively.SPSS software was used to analyze the pre-test results and post-test results of these four classes.The results showed that the difference of pre-test scores was not significant in the four classes.After a period of exercise teaching,the classes with special strategies were faster than the classes without special strategies in progress,and the difference was significant.Practical research shows that using appropriate strategies can effectively permeate scientific thinking to students in the teaching of biological exercises.And the use of these scientific thinking can faster,greatly improve the correct rate of students to solve problems,can make the thinking of solving problems more clear,knowledge grasping more solid,more systematic,more comprehensive,can improve the students' ability to analyze and solve problems.