Exploration On The Cultivation Of Students' Scientific Thinking In High School Biology Teaching

The speed of updating knowledge and information in today's society is extremely fast,People are impacted by various knowledge information flows in their lives,It is necessary to develop an ability to efficiently process various knowledge information flows and judge their authenticity,that is,adapt Scientific thinking skills for lifelong learning trends.Since the new curriculum reform,national education has paid more and more attention to the cultivation of students' core literacy,and has adopted a series of measures to devote themselves to the development of core literacy in the course learning."General High School Biology Curriculum Standards(2017 Edition)"(hereinafter referred to as "Course Standards")Clearly consider scientific thinking as one of the important core literacy of biology.Therefore,cultivating students' scientific thinking in biology education and teaching has become one of the most important tasks in teaching,exploring corresponding scientific thinking training strategies has also ushered in new opportunities and challenges.On the basis of reading relevant literature,"Course Standards",and human education edition high school biology textbooks,the research status and theoretical basis of scientific thinking and biological scientific thinking were clarified by the author.48 high school biology teachers in three middle of Chongqing Yunyang Gaoyang middle high school,the first middle high school of Chongqing University City and Chongqing Qianjiang middle high school and some students in the first,second and third grades of the above three middle schools were taken as the survey object.the high school students' biological scientific thinking level and the cultivation of students' scientific thinking by teachers in the Chongqing area were investigated to understand the current status and problems of training.According to the survey results,high school biology teachers should increase the emphasis on the cultivation of students' scientific thinking;apply practical actions to practice the cultivation of scientific thinking in biology teaching;also promote the habit of using corresponding teaching strategies and systematically cultivate them;In addition,the cooperation between in class and after class should be strengthened.The development of scientific thinking in differentdimensions of high school students' thinking methods is inconsistent.Among them,the model and modeling ability are relatively good.The level of induction and generalization and deduction and reasoning is at the center.The critical thinking and creative thinking abilities have major defects.In addition,There are differences in gender performance and grade performance in scientific thinking ability in all dimensions of scientific thinking.Based on the above understanding,combined with high school biology textbooks,a series of high school students' scientific thinking training strategies were put forward by the author.2 classes of the second grade of the first middle high school of Chongqing University City were taken as the experimental object,And carried out teaching practice for nearly a semester,the control class(3 classes)is taught in the traditional way,and the experimental class(5 classes)uses the scientific thinking training strategy proposed by the institute for teaching,The overall situation of the students was examined and analyzed.The following conclusions are obtained: In terms of biological performance,under horizontal comparison,the experimental students' biological performance was significantly higher than that of the control class,(P =0.012<0.05);under vertical comparison,there was no significant difference between the control class before and after the experiment,while the experimental class had before and after the experiment Significant differences.In terms of scientific thinking ability,generally speaking,the scientific thinking ability of the experimental class in the horizontal comparison is significantly higher than that of the control class(P =0.047<0.05);in the vertical comparison,there is no significant difference between the experimental class and the experimental class,(P =0.423<0.05);There are significant differences before and after,(P =0.000<0.05);From the comparative analysis of the methods and capabilities of scientific thinking in various dimensions,The scientific thinking ability of the class has been significantly improved in terms of induction and generalization,deduction and reasoning,model and modeling,and critical and creative thinking.Through comprehensive comparison and analysis of thinking methods in all dimensions of scientific thinking,it is finally concluded that the scientific thinking training strategy for high school biology teaching students proposed by this research not only has a significant effect on improving the scientific thinking ability of high school students,but also can improve high school students' Biological achievements.