Based on the core literacy in the basic concept proposed in the new curriculum standard of high school biology,this study aims to cultivate high school students’ design ability of genetic experiment to promote their scientific inquiry ability and the development of scientific thinking.In order to explore whether the hypothesisdeduction method can promote the improvement of high school students’ ability of genetic experiment design,the author has carried out three kinds of research,including theoretical research,investigation and experimental research,on which the thesis elaborates respectively.Part 1: combined with the current educational background,the requirements of biology teaching and the actual situation of teaching,the research problems were identified;through literature review,the research situation of this subject nowadays was clarified and the concepts of hypothesis-deduction method,the genetic experiment design and the ability of genetic experiment design were defined.Since the characteristics of the genetic experiment design are different,the design was divided into four types: judgment on dominant and recessive characters,judgment on genotype,judgment on gene position and judgment on situational information.This study is based on the following four theories: Constructivism,Paradigmatic Teaching,Cooperative Pedagogy and Pragmatic Education Theory.Part 2: through the combination of pen-paper tests,a questionnaire and interviews,the current level of genetic experiment design ability of high school students was figured out and the status of cultivating students’ genetic experiment design ability was unfolded by interviewing biology teachers who work in the front line.On the basis of the analysis of the research outcome,the reasons for students’ inadequate design ability of genetic experiments were concluded.Part 3: conducting simulated experiments of the two laws of genetics,segregation and independent assortment,applying the hypothesis-deduction method to different types of genetic experiment design and adopting the hypothesis-deduction method to write the process of genetic experiments,the expected results and conclusion,the three stages of teaching practice research,by comparing the changes in the test grades and class performance of the experimental class and control class before and after the experiments,proved that hypothesis-deduction method effectively improved high school students’ genetic experiment design ability.In this study,the hypothesis-deduction method was applied to the class of cultivating senior students’ genetic experiment design ability.After teaching practice,students’ genetic experiment design ability was improved,and teaching cases of genetic experiment design ability were given,hoping to provide reference and basis for which is expected front-line teachers’ teaching. |