Investigation On Influence Of Psychological Environment Perception On Higher-order Thinking Skills Of Students In Biology Classroom

The psychological environment of biology classroom is a special place that serves biology teachers and biology students.It is a psychological interaction environment between teachers and students that affects students' cognition,emotion,and behavior in biology classroom teaching.It is the specific perception of students or teachers to the biology classroom in their class.Any success of teaching and learning is inseparable from a good class,and the friendly classroom environment is the necessary premise for students to grow.Studies have shown that the classroom environment can affect students' learning engagement,while learning engagement can have an impact on high-order thinking skills,but there is an unclear connection between the three.Therefore,in order to explore the relationship between these three from the perspective of biological disciplines,this study decided to combine its own professional characteristics to reveal the status quo of current student biological classroom psychological environment and high-order thinking skills,and explore the inner relationship between learning engagement in both.In this study,the self-edited "Biology Classroom Psychological Environment Scale" and the selected "Higher-order Thinking Skills Scale" and the "Middle School Students' Learning Engagement Scale" were used as tools.A total of 605 middle school students from two schools in Jiangxi Province were selected to investigate their perceived biology classroom psychological environment,higher-order thinking skills,and engagement in biology learning.Descriptive statistics and independent sample t-test were used to understand the current status of middle school students' biology classroom psychological environment and higher-order thinking skills,and through multivariate analysis methods to explore the inquiry mechanism of learning engagement in the influence of the biological classroom psychological environment on high-order thinking skills.Finally,teaching suggestions are put forward pertinently.The results show that:(1)Middle school students' perceived positive degree of biological classroom psychological environment is at a medium level,in which the dimensions of teacher support and class participation are low.Gender has no effect on the perception of students' classroom environment.There is no significant difference between grade one and grade two;senior two are significantly higher than senior one in the overall classroom environment and classroom discipline,teaching behavior,and classroom participation in three sub-dimensions.The psychological environment perceived by which high school students is significantly higher than that of junior high school students.The Perceived biology classroom environment by class committee members is more positive than non-class committee members.(2)Middle school students are different in the performance of the sub-abilities of higher-order thinking skills,with the highest level of communication and coordination,and the lowest level of critical thinking.There is no significant difference in the higher-order thinking skills of middle school students in gender,but there are some differences in the ability advantage of male and female students in different grades.The overall level of the students' higher-order thinking skills shows an upward trend in the study period.(3)There is a significant positive correlation between middle school students' psychological environment and higher-order thinking skills and learning engagement.The direct effect of the biology classroom psychological environment on students' higher-order thinking skills is 0.1945,the indirect effect of learning engagement is0.1814,and the total effect is 0.3759.Learning engagement played a partial mediating role of 48.26% in the influence of biology classroom psychological environment on higher-order thinking skills.