Practical Research On The Cultivation Of Students' Critical Thinking Using PBL Teaching Mode In High School Biology Teaching

In the era of information explosion,to keep a clear mind,citizens need to have critical thinking,so critical thinking is essential for us to adapt to the needs of social development.Through the literature review of PBL model and critical thinking,it is found that there is an inevitable link between the process of PBL model and the cultivation of critical thinking.At the same time,the biology curriculum standard also lists the cultivation of critical thinking as an important content.However,there are relatively few studies on the implementation of PBL model in biology classroom to cultivate students' critical thinking.Therefore,through the implementation of PBL teaching model in high school biology class,this study explores the impact of PBL model on students' critical thinking,and provides a theoretical basis for the wide application of PBL model in biology teaching.First of all,through the literature analysis to understand the research status of "critical thinking" and "PBL teaching mode" at home and abroad,and summarize the relevant concepts,which provides a theoretical basis for the follow-up measurement tools,the formulation of teaching mode process and other related content.Before teaching practice,a questionnaire survey method was used to test the critical thinking level of 269 students in five classes of senior one in a senior high school in Ningcheng County,Chifeng City.Relevant interviews were conducted with 4 biology teachers in the senior one group to understand the current situation of the critical thinking level of Senior One Students,the teachers' understanding of PBL teaching mode and the cultivation of students' critical thinking.According to the five stages of barrows' teaching process and the actual classroom teaching situation,the PBL mode teaching process is designed.According to the teaching conditions and the amount of class hours,the content suitable for PBL mode in the compulsory 1 molecules and cells of senior high school biology published by the people's education press,which is close to the reality of life,with less content and moderate difficulty,is selected,and the corresponding teaching cases are designed.Based on the situation of the students in grade one of senior high school who have improved their biological performance and critical thinking level at the beginning of their study,two classes with the same level of critical thinking,similar biological performance at the beginning of their study and the same teacher in the biology discipline were selected for practical research.The PBL model was used in the experimental class and the traditional model was used in the control class for teaching practice research.After the teaching experiment,the students' critical thinking level was tested again,teachers and students were interviewed,and the data were collated and analyzed in combination with the classroom critical thinking evaluation scale and students' final Biology scores.The research results are as follows:(1)The overall critical thinking level of senior one students is in a contradictory state,and the total score of students' critical thinking tendency is between 120-135 points.Among the dimensions of critical thinking tendency,the level of open mind and thirst for knowledge is relatively high,with a score of 19-20 points.The second is self-confidence and cognitive maturity,with scores ranging from 17 to 18.However,they are weak in truth-seeking,analytical ability and Systematic thinking,with scores ranging from 16 to 17.Biology teachers do not pay enough attention to students' critical thinking,and there is no appropriate teaching model to cultivate students' critical thinking.(2)According to the statistical data of the overall level of critical thinking and the level of each dimension of the students in the five classes,there is no significant difference in the overall level of critical thinking and the level of each dimension of the students in the five classes(P>0.05),that is to say,the critical thinking level of senior one student is the same.(3)After the implementation of PBL teaching mode in the experimental class,the results showed that the critical thinking level of the students in the experimental class was significantly improved compared with the control class(P<0.05),and the dimensions of open thinking,analytical ability,Systematic thinking,self-confidence,thirst for knowledge and cognitive maturity were significantly improved(P<0.05);Compared with the control class,the students' biology scores were also significantly improved(P<0.05).Based on the above experimental results,PBL teaching mode has a significant effect on cultivating students' critical thinking and improving their biological scores.