Research On Cultivating Biological Scientific Thinking For High School Students Though The Practice Of "Problem Driven" Teaching Strategy

In the new round of curriculum reform,the cultivation goal of biology teaching in senior high school is to further improve students' comprehensive ability and develop core quality.As an important part of core literacy,scientific thinking needs to be cultivated for life.Senior high school is a critical period for the development of students' rational thinking,which should focus on cultivating students' scientific thinking.Compared with regular teaching methods,"problem driven" teaching strategy can better mobilize students' enthusiasm,active classroom,and promote teacher-student interaction.Teachers set questions according to students' physical and mental development characteristics and existing knowledge and experience.Students understand the essense of things through thinking,communication and discussion,so as to develop scientific thinking.This teaching practical research further modified and improved the five "question-driven" teaching strategies of cultivating high school students' biological scientific thinking,and designed three teaching cases aiming at cultivating different scientific thinking modes according to psychological theories,research achievements of others and the situation of practice schools.There are five ways of scientific thinking,in practical research,each teaching case and strategy mainly focuses on the cultivation of a way of thinking,for example,case one mainly cultivates inductive and general thinking,while case two and three respectively focus on the cultivation of model and modeling and creative thinking.In practical teaching,various teaching strategies can be combined to cultivate students' scientific thinking.A questionnaire was designed to test the validity of scientific thinking training,Then use statistical analysis software to analyze the data quantitatively and qualitatively.According to the data analysis,p=0.034<0.05 in the post-test scores,indicating that the post-test scores of the two classes are significantly different,the development of scientific thinking in the experimental class is higher than that in the control class,questionnaire option ratio shows that the increasion of the students' individual thinking is different,among which the improvement of deductive and reasoning thinking ability is the most significant.In the experimental class,the number of students who choose "A"(fully conformity)increased by 20%,and the number of students who choose "B"(basically conformity)increased by 32%;The second is the ability of inductive and generalized thinking.In the experimental class,the number of students choosing "A" increased from 10% to 28%,and the number of students choosing "B" increased from 22% to 50%;Critical thinking skills followed,with 26 % rise in the number of "B" students in the experimental class,accounting for about half of the total;Creative thinking skills did not improve significantly,with only 8% rise in "A" and 6% rise in "B";However,the model and modeling thinking improved the a little,and the number of students choosing "B" in the experimental class increased by 4%.In general,the targeted "problem driven" teaching strategy can cultivate students' scientific thinking.The cultivation of scientific thinking requires the joint participation of schools,society and families at all levels.This research is short in time,the survey object is single,and the deficiencies of this research will be improved in the future teaching career.