Research On The Status Quo And Countermeasures Of Students' Critical Thinking Training In High School Biology Teaching

The cultivation of critical thinking can effectively improve students' ability to discover,analyze and solve problems,and promote their independent thinking and self-regulation,which plays a great role in learning basic knowledge and improving their learning ability.In the biology curriculum standards for ordinary senior high schools issued by the ministry of education in 2017,it is clearly stated that the core accomplishment of biology mainly includes four aspects: life concept,scientific thinking,scientific inquiry and social responsibility.Critical thinking is an important part of scientific thinking.Cultivating students' critical thinking in biology teaching can not only effectively improve students' learning ability and exploration ability,but also promote the improvement of students' academic performance,so as to promote the overall improvement of students' comprehensive quality.Therefore,how to cultivate students' critical thinking in biology teaching has become a hot issue in current biology teaching research.Based on this,on the basis of investigating and studying the current situation of critical thinking cultivation of high school students in biology teaching,combined with literature analysis and teaching practice experience,the author has carried out the countermeasure research on cultivating students' critical thinking,hoping to provide reference for front-line teachers to cultivate students' critical thinking in biology teaching.The research content includes the following aspects:First of all,through the analysis and review of relevant domestic and foreign literature,this paper summarizes the relevant theories of critical thinking of scholars at home and abroad,summarizes the research status of critical thinking at home and abroad,and summarizes and integrates the concepts and relevant theories of critical thinking.On this basis,this paper analyzes the purpose and significance of cultivating students' critical thinking in high school biology teaching,and lays a foundation for investigating the current situation of cultivating students' critical thinking.Secondly,the investigation method is adopted to investigate the current situation of cultivating students' critical thinking in high school biology teaching.The results show that schools and educational authorities do not pay enough attention to the cultivation of students' critical thinking.Teachers have not systematically studied the relevant theories of critical thinking and lack effective ways and methods to cultivate students' critical thinking in teaching.In teaching,teachers also carry out teaching activities to cultivate students' critical thinking,but the number is small,and the main purpose is to improve the teaching effect,the effect is not obvious.The data shows that most students' critical thinking is at a good level and there is stillmuch room for improvement.On the basis of the above work,combined with the characteristics of the new biology class,experimental class and review class in senior high school,this paper puts forward the teaching strategy of cultivating students' critical thinking in the three class types.In order to test and improve the effectiveness of teaching strategies,three teaching cases are designed and applied to the author's classroom teaching practice.The results show that students have higher learning enthusiasm in class,can think independently and explore actively,and their critical thinking has been improved to some extent.