Research On Strategies Of Improving Biological Science Thinking Ability Of Senior High School Students

Nowadays,with the rapid development of society,the rapid renewal of knowledge and the increasingly fierce competition,our education must keep pace with the development of The Times and focus on cultivating high-quality talents with innovative thinking.Education is the foundation of a century-long project.Therefore,the national biology Curriculum Standards for Ordinary High Schools(2017 Edition)(hereinafter referred to as the "New Curriculum Standards")was issued in 2018.The "New Curriculum Standards" focused on cultivating students' biological science literacy.Scientific thinking is one of the important contents of core literacy.The formation of scientific thinking can help students develop lifelong learning ability and adapt to the rapidly developing society as soon as possible.Therefore,we should adopt corresponding strategies in biology teaching and spare no effort to cultivate students' scientific thinking ability.During the internship in senior high school,all teachers in biology group of senior two were interviewed to understand the understanding and attitude of front-line biology teachers to scientific thinking ability,as well as the implementation of teachers' scientific thinking ability training and implementation difficulties.The interview results show that teachers' interpretation of scientific thinking in core literacy needs to be strengthened.Teachers' awareness of cultivating students' scientific thinking ability needs to be strengthened.Teachers' cultivation of students' scientific thinking is not comprehensive;There are many factors that influence the cultivation of scientific thinking ability.Based on the interview results of teachers and the core literacy content of the New Curriculum Standard,the pre-test of the design questionnaire of practical classes was carried out from five dimensions of induction and generalization,deduction and reasoning,model and modeling,critical thinking and creative thinking.The results show that the students' ability of induction and generalization is a little short,the students' ability of deduction and reasoning needs to be improved,the students' modeling ability needs to be strengthened,the students' critical thinking ability is average,the students' thinking is simple,and the creative thinking ability is weak.According to the interview and questionnaire survey results,students' scientific thinking ability can be cultivated by studying the teaching materials carefully,skillfully using teaching cases and designing teaching strategies.In order to verify the effectiveness of teaching strategies,this paper makes a comparison in many aspects.In the second year of senior high school,two classes with the same number of students and scores were selected to carry out the teaching practice of cultivating scientific thinking ability for one semester.The experimental class adopts teaching strategy to cultivate scientific thinking ability,while the control class adopts routine teaching.Before the teaching practice,the results of the school's first monthly biology test were pre-tested and independent sample T-test was conducted,which proved that there was no significant difference between the overall situation of the two classes.After the teaching practice,the final exam scores were taken as the post-test,and the independent sample T-test was conducted.The significance P=0.045<0.05 proved that there were significant differences between the two classes.This result proves that teaching strategy is beneficial to improve students' academic performance.In order to truly understand the improvement of students' scientific thinking ability,this paper designed a questionnaire from the five dimensions reflecting the scientific thinking ability to conduct a post-test on students in the practice class.The independent sample T test was used to compare the results before and after the test.The results showed that the five dimensions of students' scientific thinking level had significantly improved compared with that before the experiment(P<0.05).It is proved that practical teaching has achieved good results.This paper also to the experimental classes and that in comparative classes about the topic of scientific thinking is analyzed in biological examination,before the teaching practice,analyses the test in the first test score on the topic of scientific thinking and full mark rate,while no difference between the two classes as a whole biological performance,but the experimental class average score on the topic of scientific thinking and full mark rate is slightly lower than that in comparative classes.After the teaching practice,the average score and full score rate of the questions about scientific thinking in the final examination are analyzed.It is found that the average score and full mark rate of scientific thinking questions in the experimental class are slightly higher than those in the control class,which proves that the teaching strategies adopted in the teaching practice are effective.The conclusion is as follows: the strategy of cultivating students' scientific thinking can not only improve students' scientific thinking ability but also improve their biological performance.