Practical Research On Training Junior High School Students' Scientific Thinking Based On Conceptual Model Teaching

In 2019,the Ministry of Education issued the "Opinions on Strengthening the Work of the Middle School Academic Proficiency Examination Proposition".The document pointed out that the examination proposition should focus on guiding teachers to actively explore a new teaching mode based on context,deep thinking,problem orientation and high participation.The "Compulsory Education Biology Curriculum Standard"(2011)pointed out that in the teaching of junior high school biology,the mastery of concepts and the development of scientific thinking are of great significance to the evaluation of students' learning effectiveness.The "General High School Biology Curriculum Standard "(2017 Edition)emphasizes the use of major concepts in biology to construct curriculum content to achieve less and less.Under the proposition orientation and curriculum standard requirements that focus on thinking process and conceptual mastery,the junior middle school biology classroom carries out conceptual model teaching,which lays the groundwork for the transfer and advancement of senior biology concepts.This research links conceptual model construction with scientific thinking,and seeks a conceptual model teaching model that promotes the development of junior high school students' scientific thinking.In the class,students are guided to construct conceptual models,learn to use scientific thinking methods,and develop scientific thinking habits.This research mainly adopts the method of literature analysis,interview,experimental research,questionnaire survey,classroom observation and test.Firstly,the literature analysis method is used to summarize the research status of scientific thinking and conceptual models at home and abroad,and a conceptual analysis of key words such as "concept","conceptual model","scientific thinking" and "conceptual model teaching" is carried out.This research takes the constructivist learning theory as the theoretical basis of pedagogy,and the three-edged structural model theory of thinking as the psychological theoretical basis.And summed up the principles of constructing conceptual models based on scientific thinking,the general steps of constructing conceptual models,the teaching mode of conceptual models and conceptual model teaching strategies.In the practical research stage,questionnaires,interviews and tests were used to investigate the current situation of the researcher's practice school.The survey content included the current situation of students' scientific thinking development and the school's application of conceptual model teaching.Then,through the textbook analysis method,the content suitable for constructing the conceptual model in the junior middle school biology textbook of Beijing Normal University is sorted out.Entering the stage of practical research,according to the aforementioned conceptual model teaching mode,select the chapters applicable to conceptual model teaching in the biology textbook of Beijing Normal University for teaching design.And concept model teaching was carried out many times in three junior second classes during the internship in one semester.Finally,through classroom observation,interviews,tests and questionnaires,the application effect of conceptual model teaching in cultivating students' scientific thinking is evaluated.Judging from classroom observations and student interview responses,most of the students participated in the model construction in the class,and they were able to actively think about problems,and the overall learning atmosphere was pleasant and relaxed.In the paired sample t-test results of the pre-test and post-test data of the students' questionnaires,the p-values of the questions about the model and modeling are both less than 0.01,indicating that the students' understanding and use of the conceptual model have undergone significant changes.And The p-value of some questions about scientific thinking is less than 0.05,indicating that students' scientific thinking has improved.The results of the paired sample t-test P=0.035<0.05 for the pre-test and post-test scores of the test papers indicate that there is a significant difference in the students' scores.This study draws the following conclusion: Conceptual model teaching based on scientific thinking can effectively improve students' scientific thinking.