A Biology Teaching Research To Improve The Deductive And Reasoning Ability Of Senior High School Students

With the progress of science and technology,the popularization of high school education in China and other factors,students' scientific literacy needs to be raised to a higher level.Under this background,countries around the world attach great importance to curriculum reform,committed to training the times required talents.It includes the cultivation of scientific thinking ability,and deductive reasoning ability.At present,there are few studies on the deductive reasoning ability of high school student in biology and the studies lack of details.The results show that the level of deductive reasoning ability of students is generally low.Based on this,this study focuses on how to integrate the thinking mode of deduction and reasoning with senior high school biology courses and teaching,so as to promote students' deductive reasoning ability.This study selected "photosynthesis and respiration" as the main content to compile the pre-test questions.The present situation of deductive reasoning ability of senior high school students in solving biological problems was investigated with 218 students in a key senior high school in Changzhi City,Shanxi Province,including 4 classes.Through literature research,combined with the connotation and development of deductive reasoning thinking,four teaching modes guided by constructivism were finally adopted in this study.The teaching design of four sections in the second compulsory course "inheritance and evolution" in biology textbook was carried out respectively.This study combined expert interviews and literature research to clarify the feasibility of teaching designs.After the completion of the teaching design,this paper carried out the classroom teaching practice to improve the deductive reasoning ability of high school students with the guidance of constructivism.After that,this study selected "inheritance and evolution" as the main content of the final test to detect the thinking level of students after teaching intervention.The results showed that the deductive reasoning ability of the four classes was at a low level.Among the three sub dimensions of deductive reasoning ability,the thinking ability of predicting the result,associating old knowledge and obtaining information decreased successively.Moreover,the constructivist teaching mode in this study was helpful to the improvement of senior high school students' biological deductive reasoning ability.Among them,the effects of teaching intervention on the regular class and the key class were different.The effects of teaching intervention on obtaining information,predicting result and total score of ordinary class were obvious.The effects of teaching intervention were different for students of different genders.Compared with boys,girls improved their overall scores in co nnection with old knowledge,access to information and deductive reasoning more significantly.Analyzing the influence of teaching intervention on stude nts' academic performance,it was found that cultivating students' deductive reasoning ability was helpful to improve students' biological academic performance.Combined with the analysis of the research results,this study put forward four suggestions for future teaching: pay attention to teaching strategies that cultivation of deductive reasoning ability;take different teaching measures for different classes level and different students gender;don't overlook the close connection between deductive reasoning and other thoughts;follow the development of the times,and use the advantages of information technology to achieve educational purposes.At the same time,the author put forward the research reflection and prospect,in order to provide some references for the improvement of the teaching of senior high school students' biological deductive reasoning ability in the future.