Practical Research On Cultivating High School Students' Biological Scientific Thinking Based On Scaffolding Teaching Mode

The General High School Biology Curriculum Standards(2017 Edition Revised 2020)suggest that emphasis should be placed on cultivating students' core literacy in biology,scientific thinking is included in this content,and scientific thinking is an essential ability for students in learning as well as in daily life,and is also a key pivot for students to transform ideas into action,and exploring effective methods for cultivating scientific thinking in the biology classroom is Popular Research Points.Among them,teachers are the key factor to promote the development of students' scientific thinking in classroom learning,so teachers should break the traditional teaching methods and use advanced teaching models to promote the development of students' scientific thinking.As one of the more mature teaching models under the constructivist theory,the scaffolding teaching model emphasizes the important position of students in the learning process and pays much attention to the active acquisition of knowledge by students.Through the construction of scaffolds,students' thinking gradually moves from the initial "developmental level"(in the actual level)to the final "attainment level"(in the potential level)and improves their scientific thinking.Therefore,it is feasible to use the scaffolding teaching model to develop high school students' scientific thinking in biology.The author adopts the methods of literature research,questionnaire survey,experimental research and data analysis to explore the effect of scaffolding teaching mode on the development of high school students' scientific thinking in biology.Firstly,the author compiled a questionnaire about scientific thinking on the basis of referring to the previous research results,Secondly,to establish the object of practice with the current situation of investigation,and carried out teaching practice research.Finally,the test paper after each teaching practice and the scientific thinking questionnaire data after teaching practice are processed.The results of each test paper show that: after the teaching is implemented,the correct rate of students in the experimental class is higher than that in the control class,and it is significant.The questionnaire survey data after practice shows that: the students in the experimental class and the control class are P=0.004 in the dimension of induction and generalization,and the result of the independent T-test is P=0.003;The data shows that P=0.031,all of which are <0.05,which confirms that there are significant differences between the students in the experimental class and the control class in these three dimensions.Based on the comparison results between the experimental class and the control class,the following conclusions are drawn:(1)The implementation of the scaffolding teaching model in biology classroom teaching is conducive to giving full play to the initiative of students,and to a certain extent,it can promote students to summarize and generalize.Development in the dimensions of deduction and reasoning,models and modeling.(2)Teaching based on the scaffolding model stimulates students' interest in biology learning,promotes students' self-construction of knowledge,and improves teachers' teaching efficiency.(3)Selecting different scaffolds according to the content and characteristics of knowledge will help students to understand and apply knowledge,and promote the improvement of students' biological academic performance.Based on the results and conclusions of this practice,some suggestions are listed: First,teachers should flexibly use the scaffolding model for teaching.Second,pay attention to the process of erection and evacuation of the stent,and improve scientific thinking step by step.Third,teachers should strengthen the study of scientific thinking theory.