Practice Research On Cultivating Students' Logical Reasoning Ability Based On The History Of Biology Science In Senior High School

The core quality of biology plays a key role in students' whole learning and even life development.Logical reasoning ability is an important connotation of scientific thinking in the core literacy of the discipline,which is reflected all the time in students' biology course learning.The improvement of logical reasoning ability can not only make students' thinking more meticulous,but also promote students' understanding and analysis of complex life processes,but also help students find their own problems,and then analyze and solve problems.Therefore,it is very important to cultivate students into people with logical reasoning ability.In the teaching suggestion module of biology curriculum standard for senior high school,it is pointed out that we should pay attention to the study of the history of science and the essence of Science.Through consulting materials,it is found that integrating the history of science into biology helps to improve students' ability in scientific thinking.Therefore,aiming at the teaching situation in the internship school at this stage,the author improves the traditional teaching mode,and puts more emphasis on the cultivation of students' logical reasoning ability by using the history of Biological Science in the classroom.After research,it is found that the combination of the history of biological science and classroom teaching is very helpful to improve students' logical reasoning ability.This paper combines the solo theory constructed by Biggs with the level of logical reasoning ability in the new biology curriculum standard,and constructs the measurement standard of logical reasoning ability level.Through the screening and research of relevant materials of the history of biological science,two teaching cases of the history of science are designed: the structure and function of nucleus and photosynthesis-class 1.Through the classroom feedback of students after the implementation of the two teaching and the students' cognition and changes of logical reasoning ability analyzed in the questionnaire and test paper,the following conclusions are drawn:1.Most students are willing to take classes in the way of integrating the history of biology and science,and perform well in class.2.After combining the history of biological science with classroom teaching,the logic and reasoning level of the whole students in the class has been improved.Compared with the students with higher logical reasoning level,the improvement speed is faster.On the contrary,there will be more room for the students with lower logical reasoning level.3.Generally speaking,through the author's observation of classroom students,students have had positive changes in learning methods,class status and logical reasoning ability.It also proves that students' logical reasoning ability can be improved after using the history of biological science for teaching practice.For the above research results,the author puts forward the strategies of biological history affecting students' biological logical reasoning literacy:(1)tracing the source of knowledge and learning the essence of science;(2)Experience learning methods and comprehend the idea of doing questions;(3)Choose the good and follow them for common progress and development.