The Practice Research Of Cultivating High School Students' Scientific Thinking Of Biology Subject By Using Situational Teaching Method

The curriculum standard of biology in senior high school(2017 Edition)clearly points out that we should pay attention to the cultivation and development of students' biological core literacy.As one of the important components of biological core literacy,how to effectively implement the cultivation and development of biological core literacy of scientific thinking in classroom teaching remains to be studied.To create a real teaching situation,and to design some enlightening and appropriate complexity problems,so that students can use scientific thinking methods to analyze and solve practical problems,will help to improve students' scientific thinking ability and help students form scientific thinking habits.Therefore,this study applies situational teaching method to senior high school biology classroom teaching practice,to explore whether it has a positive role in promoting senior high school students' biological science thinking ability,so as to help students cultivate and develop the core quality of biological science thinking.This study uses literature research,questionnaire survey,experimental research and other methods to explore the practical effect of situational teaching method on the cultivation of scientific thinking of high school students.First of all,a questionnaire was compiled on the basis of previous research results,to investigate the current situation of scientific thinking of a senior high school student in Nanning.The results of the questionnaire show that the current level of scientific thinking of students is not very high,in the lower middle level.Secondly,the parallel classes of practical research are established based on the current situation of the survey,and the teaching empirical research is carried out with the three contents of "regulation of blood glucose balance","discovery of plant auxin" and "structure of ecosystem".Finally,the paper and pencil test results after teaching practice and the post test questionnaire are sorted out and analyzed.The paper and pencil test results show that: after the teaching practice,the scores of the students in the experimental class are significantly higher than those in the control class,which shows that the application of situational teaching method to the students' learning performance has a certain role in promoting,it also reflects that the students in the experimental class can understand and master the knowledge well,and can apply the knowledge to the new situation.The results of the post test scientific thinking questionnaire show that: the independent sample T-test results of the experimental class and the control class in the dimension of scientific thinking questionnaire induction and generalization show that P = 0.003,P = 0.039 in deductive and reasoning dimensions,P = 0.045 in critical dimensions,all > 0.05,It shows that there are significant differences between the two classes in these three aspects.It shows that the use of situational teaching method in classroom teaching can promote the cultivation and development of students' thinking,such as induction and generalization,deduction and reasoning,and critical thinking.Based on the research results before and after practice,the author draws the following conclusions:First,the application of situational teaching method in biological classroom teaching can not only enhance students' interest in learning biology,but also promote students to actively build knowledge,improve the efficiency of classroom learning.Second,to create effective teaching situations for different knowledge content is helpful to deepen students' understanding and application of the knowledge they have learned,and to a certain extent,it can promote students' biological learning performance.Thirdly,the biology classroom based on the situational teaching method is conducive to giving full play to the students' subjective initiative,and to a certain extent,it can effectively improve students' ability of scientific thinking,such as induction and generalization,deduction and reasoning,critical thinking and so on.Based on the results and shortcomings of this practical research,the author puts forward the following suggestions: First,according to the cognitive characteristics and needs of students,we should create a teaching situation suitable for the development of students.Second,we should pay more attention to the cultivation of scientific thinking ability while creating diversified situations.Third,we should strengthen the study of scientific thinking theory,and train students to be good at summarizing,thinking and other scientific thinking habits.