The Application Of Concept Map To The Development Of Students' Scientific Thinking In High School Biology Teaching

With continuous deepening of new curriculum reform,the Ministry of Education issued the new curriculum standard for high school biology in 2018 through over ten years of research and practice.As indicated in the new curriculum standard,developing the subject's core quality of the students represents the basic requirements for high school biology curriculum.As one of the core quality of biology subject,scientific thinking has become an important teaching goal of the current high school biology curriculum.As shown in many theoretical studies,the concept map,which is currently considered to be an significant teaching strategy,has played certain role in developing students' scientific thinking.At present,the issues that need to be studied include the following ones: how to apply the concept map in high school biology class,which one is suitable for applying the concept map to conduct and develop the teaching of scientific thinking,and the practical effect of the concept map on developing students' scientific thinking during teaching.First of all,on the basis of learning from the predecessors,it is vital to analyze and organize the connotation of scientific thinking on biology,the type of the scientific thinking method and the classification of the scientific thinking level and other data,among which,lay emphasis on organizing and analyzing the type of scientific thinking method,with such three scientific thinking methods as logical thinking,demonstration thinking and critical thinking being analyzed;then take the compulsory one of the new version of high school biology for People's Education Press as the study subject,to analyze the teaching content that is suitable for applying the concept map in developing students' scientific thinking,in this way,develop the teaching design for the corresponding scientific thinking method before conducting teaching practice.Finally it is necessary to utilize the scientific thinking pilot test and post-test paper to measure and assess the students' scientific thinking,thereby obtaining the study results via the data analysis.As indicated in the study result,the application of concept map for teaching in high school biology class has indeed taken certain effect on developing the students' scientific thinking.From the perspective level of the scientific thinking method,the average post-test score of the three scientific thinking methods in experimental class is higher than the average pilot test score of such three methods in experimental class,and the Sig.value of the pilot and post test average score for the logical thinking is less than 0.05,which shows that the three scientific thinking methods are well developed,among which the development effect of logical thinking witnesses most obvious effect.From the perspective of the scientific thinking level,the post test average score of level I,level II and level IV for the scientific thinking in experimental class is greater than the pilot test(Sig.<0.05),which shows that the all the level I,level II and level IV of scientific thinking witness significant development.Apply the concept map in high school biology class could effectively develop students' scientific thinking,and the teachers could apply it according to the actual situation of the teaching.The study summarizes the teaching suggestions on the application of the concept map to develop students' scientific thinking by combining the result of teacher-student interview,with a view to providing certain reference to the front-line teachers.