Strategies And Practices For Promoting Scientific Thinking In The Biological Experiments Review For College Entrance Examination

Along with the rapid development of society and transformation of technology,it requires higher level of capacity and requirements for people to learn especially for those talented people,which leads to the emergence of new requirements for school education.As an essential constituted part of science education,school education has to keep up with the development and reforms of the society as well.While imparting knowledge and skills to students,it shall be noticed to pay attention to the cultivation of students' scientific thinking.According to the requirement proposed by General High School Biology Curriculum Standard(2017),the key capacity for high school biology discipline is the cultivation of “scientific thinking”,which requires the students shall have certain “scientific thinking” to realize self-learning,in a way to solve problems in actual situations based on this kind of thinking pattern.There is an increased focus on the capacity of scientific thinking demonstrated by the questions in college entrance examination,especially by those practical or experimental questions.Among these questions,the students will receive layers of questions with inner logic in itself under certain situation of questioning.However,the students always have poor performance,which may contribute to the lack of the cultivation of students' scientific thinking.As an experimental discipline,learning biology well requires the cultivation of students' scientific thinking through experiments.Based on the teaching feedback given by frontline teachers,it is often influenced by the teaching method of “focus on teaching content instead of thinking pattern” during teaching process.While in senior 1 and 2,teachers will put more effort and focus on the prototypical illustrations of the principles,aim,procedures and experimental results and conclusions in certain experiments.Under such circumstances,students may not have intensive grasp of experiments,and what they may have learned is just a master ofshallow understanding of the experimental procedures.As a result,students may have a weak foundation of experiments,which may cause difficulties in reviewing knowledge in senior three.After all,having a scientific thinking is more important than the knowledge itself,which shall be kept in mind by the teachers.The cultivation of scientific thinking is aimed at efficiency instead of wasting time.Senior three period is an important period for students,which has heavy task and limited time.The most important thing is to improve students' scientific thinking,as well as ensuring their efficiency in review.According to the requirements of the cultivation of students' scientific thinking in New Curriculum Standard,this paper will attempt to apply the experimental review strategy based on the improvement of scientific thinking in the review of experiments of the students in senior three.This paper has divided the content for reviewing high school biology discipline into experiments for science history,textbook experiments and typical experiments for college entrance examination.According to the features and focus of the reviewing content,it has proposed various teaching and reviewing strategies.Moreover,it has conducted reviewing practices for students in twelfth grade,in a way to improve students' thinking pattern during the reviewing process and the efficiency for biology experiments review,providing certain reference value for teaching activities by teachers in senior three.The paper conducts a questionnaire on five dimensions of scientific thinking,namely,induction and generalization,deduction and reasoning,model and modeling,critical thinking and creative thinking.Besides,an interview on teachers' scientific thinking teaching and cognition is also conducted.Through the statistics and analysis of the questionnaire and interview results,the paper concludes that:1.The students' performance in the five dimensions of scientific thinking is uneven,and there are also great differences among different students.The students are weak in critical thinking and creative thinking.2.The teachers are relatively deficient in understanding and training students' scientific thinking in teaching.The teachers are used to giving lecture in review experiment classes,and students' subjectivity is still weak.In this paper,two parallel classes with the same level in senior three are selected as the research objects.The experiment class adopts the strategies based on scientific thinking enhancement,while the control class is conducted with the traditional biological experiment review method.The scientific thinking level of students is evaluated and measured by questionnaire,and the results of the questionnaire beforeand after the experiment are compared and analyzed.The results go as follow:1.After reviewing the biology experiment,students' scientific thinking level has been improved to a certain extent.However,compared with the control class,the creative thinking level and scientific thinking level of the experimental class were significantly improved.Although there was no significant difference between the experiment class and the control class in the post-test,it was obvious that the experiment class makes greater progress than that of the control class.2.There was no significant difference between the results of the control class and the experiment class before and after the experiment,but the average score the experiment class improved more significantly.The statistics of the score in experiment subjects show that the experiment class has a higher excellent rate than that of the control class.Therefore,the strategy of cultivating scientific thinking has certain effect.From the perspective of teaching practice,the improvement of scientific thinking level cannot be achieved overnight.The review strategy of biology experiment in college entrance examination puts forward that the students' scientific thinking level,review content and review situation and scientific thinking index should be combined.The paper is expected to provide some teaching references for the biology teachers in the front line.