| Knowledge economy,globalization and informatization are the important labels of the 21st century.Under such characteristics of The Times,the environment in which students are living is more and more complex.In order to enable students to survive in such a pluralistic society,many countries have put forward the core quality to adapt to the 21st century.Under the requirements of the core quality,the development of scientific thinking has become an important goal of science education."Chinese Students' Development of Core Literacy" is formulated according to the characteristics of Chinese students' psychological development,including six core qualities,among which the "scientific spirit" has the requirements for scientific thinking.At the same time,scientific thinking is also proposed as one of the core literacy goals to be achieved in biology.It is very important for students to find and solve problems and make correct judgments by using reasonable argumentations.Based on the above situation,this study takes the scientific thinking in biology as the observation index,tries to observe the real biology classes,obtains the current situation of teachers cultivating students' scientific thinking in class,and puts forward corresponding improvement strategies based on the observation results.The specific research ideas are as follows:(1)Based on the study of a large number of literatures with the theme of "scientific thinking" and the biology curriculum standards,I have a deep understanding of the connotation and extension of scientific thinking,and on this basis,I have appropriately adapted the existing observation scale of scientific thinking to make it suitable for the observation and evaluation of teachers' behaviors in this study.(2)According to the content and quantity of normal course records,high-quality courses with the same quantity and content are selected accordingly on the high-quality course website platform.Observation scale is used to evaluate the implementation of teachers' scientific thinking in class of the two kinds of courses,and coding record table is used for statistics.(3)By comparing and analyzing the situation of teachers' implementation of scientific thinking training in normal class and quality class,the differences and common problems of teachers' implementation of scientific thinking in these two classes are summarized and corresponding teaching improvement suggestions are put forward.Through the analysis and research of the above contents,the following research conclusions are drawn:(1)Both normal class and quality class can reflect the process of teachers cultivating students' scientific thinking,which is different from the "filling the classroom" in the past.However,neither of the two types of teachers can effectively guide students to think creatively.(2)In normal class,the degree of embodiment of teachers' scientific thinking training and the thinking design of course teaching are not enough:the index of scientific thinking is relatively single,the time of classroom guiding students to carry out scientific thinking is limited,and most of the invalid questions of scientific thinking are asked.(3)Compared with normal class,teachers pay more attention to the cultivation of scientific thinking for students in high-quality class:most of the time in class is an efficient thinking class,and there are various indicators of scientific thinking cultivation in class.Students are guided to think by setting relevant questions and situations covering different indicators of scientific thinking.Based on the above research results,the author puts forward the following teaching suggestions:(1)Teachers should try their best to cultivate students' multiple scientific thinking indicators in the classroom;(2)to create a situation that can cause students to think scientifically;(3)Teachers should break through the shortcoming of creative thinking training;(4)Teachers should conduct more effective scientific thinking questions. |
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