The Practice Research Of Cultivating Students' Scientific Thinking Based On Life-oriented Teaching

As a basic subject of natural science,biology is close to the reality of human cognition and practice,and is closely related to our daily life.Biology Curriculum Standards for Ordinary Senior High Schools(2017 Edition)requires teaching to be connected with life,and proposes to develop students' scientific thinking at the same time.Therefore,in combination with the current situation of life-oriented teaching in biology classes in senior high schools,this study studies and practices life-oriented teaching strategies to cultivate students' scientific thinking,hoping to stimulate students' interest and motivation in learning and enhance their curiosity about biology knowledge by connecting biology knowledge with life.Guide students to improve their scientific thinking ability,one of the four "key abilities" of biological core literacy,and promote all-round development under the condition of active exploration.Firstly,this study applies literature research method to study the domestic and foreign research status and background of life-oriented teaching and scientific thinking,obtains relevant research progress,and clearly defines the concepts of life-oriented teaching and scientific thinking.Then,the theoretical foundation of this study is laid by digging into the three aspects of pedagogy foundation,psychology foundation and subject teaching foundation of life-oriented teaching to cultivate students' scientific thinking.Then,questionnaires and interviews were conducted among teachers and students of the school to investigate the current situation and feasibility of the research,and the problems and difficulties existing in the current implementation of life-oriented teaching to cultivate students' scientific thinking were concluded,and three principles were proposed accordingly.On the basis of the above research,this study constructs the life-oriented teaching strategies at different stages of pre-class,in-class and after-class,that is,pre-class preparation strategies—observation and arrangement of thinking materials;Teach new lessons or review strategies in class—close to life,training thinking;After-school or extra-curricular activity strategy—expand vision and broaden mind.Then,based on this,the paper analyzes the cases of five dimensions,including induction and generalization,deduction and reasoning,model and modeling,critical thinking and creative thinking,as well as the relevant teaching design of comprehensively cultivating students' scientific thinking with life-oriented teaching.Two classes in grade one of the school were selected to carry out educational practice for one semester.Through questionnaire survey,classroom observation,homework evaluation and analysis and interview,the level of scientific thinking of students before and after practice was measured and compared.Finally,after collecting questionnaires,processing data and comprehensive analysis,it is concluded that the scientific thinking of students in the two classes has been improved after the practice of life-oriented teaching,which proves that life-oriented teaching is conducive to improving students' learning interest and cultivating and enhancing students' scientific thinking ability.