Practical Research Of Science Writing In Biology Teaching In Senior Middle School

With the development of new curriculum reform in our country,scientific writing has been paid more and more attention as an important ability training of students.The new curriculum standard emphasizes the core biological literacy of "life concept,scientific thinking,scientific inquiry and social responsibility" in senior middle school students.The training of scientific writing ability is the necessary way to construct scientific thinking,and it is also the process of transforming the knowledge that has been learned into language expression with specific situations.The "China College Entrance Evaluation System" emphasizes that the contents of the college entrance examination include language expression,and that scientific writing is an important avenue to improve the ability of applied writing.Scientific writing is essential to improve logical thinking and language skills and to enhance occupational competitiveness.In view of this,in order to improve the interest of students in biology learning and their academic performance,the study tried to strengthen the training of scientific writing in the classroom teaching of biology in senior middle school.Taking the scientific writing in biology teaching as an effective means,the study also tried to promote the students' comprehensive ability and constantly update the scientific writing practice of teachers based on biology teaching.Based on the theory of constructivism,multi-intelligence theory and whole-language teaching theory,this study emploied a series of methods such as literature,experimentation,questionnaire,paper and pen test,interview,observation and so on.The study was carried out among the students in senior middle school in Bincheng,Binzhou City,Shandong Province.First of all,the specific overall planning,implementation process,implementation principles and evaluation programs have been constructed for the practice of scientific writing in biology teaching in the classes of the school.Through pre-experiment questionnaire survey and testing,Class 12 and Class 16 of senior two with similar learning interest and no significant differences in biological marks were selected.Class 12 is the experimental class,while Class 16 is the control class.The major teaching contents were forcused on “the environment and homeostasis of the human body,the regulation of animal and human life activities,the regulation of hormones in plants,the population and community,the structure of the ecosystem,the function of the ecosystem,the ecological environment".The students of Class 12 practiced scientific writing as their biological studying,while those in Class 16 carried out routine biological learning.The experimental results were evaluated by means of questionnaire,paper and pen test and interview as well.The study found that through reading,literal expression and article writing training of biology-related popular science works,the scientific writing ability based on biological knowledge of experimental students was gradually improved.And students generally believe that scientific writing is helpful to biology learning.The biology performance of the students in the experimental class was significantly better than that of the control class.And the students' enthusiasm for scientific writing and their sense of personal achievement increased significantly.The results show that scientific writing based on biology teaching can improve students' interest in biology and promote biology learning for ordinary senior middle school students.Scientific writing based on biology can help students form scientific thinking and improve comprehensive ability.