The Research Of Concept Map Strategy In Cultivating High School Students' Critical Thinking In Biology Teaching

The "General High School Biology Curriculum Standard" proposes to cultivate students' core biological literacy,of which "critical thinking",as one of the components of "scientific thinking" literacy,is an important element that students need to develop gradually in the learning process.It is also one of the indispensable abilities for contemporary students to better base themselves on the information age and cope with future social development.High school biology has many concepts and complex branches,and concept map can clearly represent the relationship between concepts and concepts.Concept map strategy is the organic integration of curriculum and modern technology,which is widely used in classroom teaching.At present,the research on the combination of subject teaching and the cultivation of critical thinking is not mature enough,and the concept map strategy is mainly used in medical education and medical marginal subjects to cultivate the thinking ability of nursing students.Therefore,based on the core literacy of biology and combined with the characteristics of high school biology,this study explores the impact of implementing concept map strategies in biology teaching on students' critical thinking,with a view to expanding the strategies and methods of cultivating students' critical thinking in the subject area.Firstly,literature research method was used to refer to relevant domestic and foreign literature to clarify the research direction;secondly,through student questionnaire survey and teacher interview,the current situation of critical thinking level and cultivation of high school students is understood;thirdly,according to the teaching mode of cultivating critical thinking and the teaching principle of cultivating students' critical thinking with concept map strategy,the teaching process is constructed,and the teaching activities are designed by taking new teaching and experimental class as examples;fourthly,classroom observation was conducted in both the experimental class and the control class.After the teaching practice,paper and pencil tests were conducted in the two classes and classroom teaching effect interviews were conducted among the students in the experimental class;finally,the effects of implementing concept map strategy on critical thinking tendency,critical thinking skills,test scores and classroom teaching effect of students in experimental class and control class were compared.The results of the study show that the implementation of the concept map strategy can improve students' critical thinking ability.Mainly reflected in the concept map strategy can help students to significantly improve analytical ability,systematization ability,self-confidence in critical thinking,intellectual curiosity,inductive skills and deductive skills dimensions.At the same time,implementing the concept map strategy can also improve the classroom teaching effect and test results,indicating that concept map strategy is feasible and effective in the teaching process of cultivating students' critical thinking.In order to better cultivate students' critical thinking in classroom teaching,this study puts forward the following teaching suggestions: first,choose appropriate teaching content;second,create a harmonious classroom atmosphere;third,adopt a variety of production tools;fourth,establish a diverse evaluation system;fifth: cultivate teachers with a sense of critical thinking.It is hoped that the results of this study can provide some reference for educational researchers and front-line biology teachers.