Research On High School Biology Situational Teaching Practice Based On The Cultivation Of Scientific Thinking

The new curriculum reform emphasizes the importance of the connection between knowledge and situation.Biology teachers should take students' lifelong development as the premise,combine students' cognitive level and life experience,construct situational teaching,so as to promote students' development.Compared with traditional teaching,situational teaching is more helpful in improving students' scientific thinking.The 2017 edition of high school biology curriculum standards emphasizes that biology teaching should create practical problems in various real situations,so as to cultivate students' values,essential characters and key abilities.In the process of solving problems,it is the process of the continuous development of scientific thinking.Therefore,it is necessary to study the situational teaching of high school biology.This paper carries out the research from three parts,and the specific analysis is as follows:The first part introduces the research background,mainly analyzes the research status of situational teaching and scientific thinking at home and abroad.And expounds the research ideas and methods adopted in this research.Starting from the concept of situational teaching and scientific thinking,and then analyze the relationship between the two.It mainly answers the research question of "how to use situational teaching to cultivate scientific thinking".The second part is about the investigation and analysis of the current situation of high school biology situational teaching and scientific thinking training,mainly elaborating the survey tools used,questionnaire design,survey result analysis,etc.This study takes the relationship between situational teaching and scientific thinking as the meeting point,and takes situational education theory and scientific thinking theory as the theoretical basis to compile questionnaires for teachers and students respectively.Then,using the questionnaire survey,the respondents are mainly teachers and students of a high school in Fuyang City.The situation of cultivating scientific thinking and the situation of situational teaching were investigated.Finally,the questionnaire was sorted out,corresponding strategies were summarized according to the feedback problems,and situational teaching case design and application research were carried out.The third part is about the classroom practice research.Firstly,the situational materials that can be used to cultivate scientific thinking in the textbook of compulsory high school biology of PEP edition are analyzed,and then the examples of situational design are discussed to conduct the classroom practice research of situational teaching.The author selects two parallel classes of Grade One for comparative teaching.Class 18 of Grade One carries out situational teaching,while Class 19 of Grade One carries out traditional teaching.In practice,the questionnaire is used for pre-test and post-test respectively,so as to obtain the corresponding data for analysis.The results show that using situational teaching to cultivate students' scientific thinking has a certain promotion effect,and situational teaching plays an important role in students' learning interest and scientific thinking training.Under the new curriculum reform,using situational teaching to cultivate scientific thinking is one of the effective means,which plays a positive role in cultivating students' subject quality and is worthy of further popularization.It is expected that in future situational teaching practice,we will continue to pay close attention to and deeply study relevant topics,so as to provide teaching ideas for developing students' scientific thinking.