Research On The Influence Of Biology Teaching Based On Problem Situation On Divergent Thinking Of High School Students

In constructing a new development pattern,the key and core of the country’s participation in international competition is technological competition,and technological competition is ultimately a competition for talents.In this marathon race of technological competition,the speed,endurance,and continuity of innovation will be the key to success or failure.To ensure the country’s abundant innovation vitality,it is necessary to attach great importance to the cultivation of talents’ innovative ability.The key to the improvement of talent innovation ability lies in the development of creative thinking,and the core component of creative thinking is divergent thinking.In the "General High School Biology Curriculum Standards"(2017 edition,revised in2020),it is clearly stated: "Students should gradually develop scientific thinking in the process of inquiry." The development of thinking should be carried out in the context of problems.The learner is immersed in the problem situation to think deeply,solve the problem,develop thinking,and construct new knowledge.Based on this,this research proposes to use problem situation teaching to cultivate students’ divergent thinking in high school biology classroom teaching,in order to provide reference for the teaching of frontline teachers and open up new ideas for the research of divergent thinking training strategies.First of all,this research clarifies the concept and theoretical basis of divergent thinking and problem situation teaching by reading a large amount of literature and materials,and conducts a questionnaire survey on the status quo of divergent thinking and problem situation teaching of high school students.Secondly,through the analysis of the survey results,grasp the level of divergent thinking of high school students,the problems and shortcomings of divergent thinking training,and the difficulties in the implementation of problem situation teaching,and conduct attribution analysis.Finally,combined with the teaching strategy of the problem situation,design the teaching plan and carry out the research of teaching practice.Choose two suitable classes to implement conventional teaching and problem-situation teaching respectively,use the scale to detect the students’ divergent thinking level before and after the experiment and conduct data analysis.The survey and research results show that high school students have a certain sense of divergent thinking and fluency of thinking.At the same time,teachers have a certain understanding of problem situation teaching.They also believe that students should focus on cultivating divergent thinking in classroom teaching.Problem situation teaching is lack of practice in cultivating students’ divergent thinking.Practical research results show that the implementation of problem situation teaching in high school biology classrooms can improve students’ divergent thinking level and promote the progress of students’ performance.At the same time,it summarizes the teaching principles and precautions for cultivating students divergent thinking in high school biology teaching based on problem situations.