High School Biology Based On SOLO Classification Theory Research On The Achievement Of Scientific Thinking

Scientific thinking is one of the important core qualities of biology.It is of great value to objectively analyze and grasp the development of students' scientific thinking to cultivate their core qualities of scientific thinking.Examination questions are important carriers to evaluate the development of students' scientific thinking.By analyzing the examination of scientific thinking questions and combining with the correct rate of students' corresponding questions,we can grasp the achievement of students' scientific thinking as a whole.Because of the direct use of all levels of scientific thinking experience language description as the classification standard,it can not be accurately distinguished.SOLO classification theory,as a thinking evaluation method of hierarchical description,has a clearer hierarchy division and corresponds to the level of scientific thinking.Therefore,based on the SOLO classification theory and the corresponding relationship between the level of scientific thinking and the level of SOLO classification,taking five simulation exams of a high school in H city as an example,the level of scientific thinking of the questions is corresponding,and the achievement of students' biological scientific thinking is analyzed in combination with their answers.As the achievement of scientific thinking level is affected by the development level of thinking ability and the formation of concept,the achievement of scientific thinking of important concepts of students is analyzed.The results show that,first,with the improvement of scientific thinking level,the achievement rate of students' scientific thinking gradually decreases.Students have different problems in four types of scientific thinking ability: induction and generalization,deduction and inference,model and modeling,and critical thinking.Second,students' achievement of different scientific thinking levels for the same important concept and different important concept is different.The achievement rate of students with the same important concept decreases with the improvement of scientific thinking level.In order to better examine the level of scientific thinking of students,the following suggestions are put forward for the compilation of test questions: First,create test situation.Second,appropriately increase the setting of open test questions.Third,set up the important concept of examination questions reasonably.Fourthly,the examination level setting of scientific thinking should follow the characteristics of different types of questions.Fifthly,in the preparation of the simulation test,we should follow the law of the development of students' thinking and improve the examination quantity of high-level scientific thinking test questions step by step.In order to improve students' scientific thinking level more effectively,the following suggestions are put forward for teachers' teaching: First,in order to improve students' induction and generalization ability,teachers should make full use of different columns of textbooks and strengthen the construction of biological concepts.Secondly,in order to improve students' deductive and reasoning ability,teachers should strengthen the construction of knowledge network and problem driven system.Thirdly,in order to cultivate students' modeling ability,teachers should guide students to analyze and construct various models independently.Fourthly,in order to cultivate students' critical thinking ability,teachers can assign exploratory tasks in class,organize topic debate activities,and establish self-evaluation and self-correction mechanisms.