Research On High School Biology Task-driven Practice Based On Scientific Thinking

According to biology Curriculum Standards for Ordinary Senior High Schools(2017 Edition),scientific thinking is an important part of biology core literacy,requiring students to have certain scientific thinking ability,form a positive scientific attitude,and cultivate scientific thinking habits.The classroom under task-driven teaching is a task-centered classroom,in which the classroom teaching process is completed and the teaching objectives are achieved under the promotion of tasks and the active participation of students.The implementation of task-driven teaching can fully highlight the subject status of students.Under the guidance of task-driven teaching,it can cultivate and improve students' biological scientific thinking ability and help them form good attitudes and study habits.This topic investigated the development level of students' scientific thinking and task-driven teaching,proposed teaching strategies according to the results of the investigation,and then carried out practical teaching,compared students' scientific thinking level before and after task-driven teaching practice,and drew the following conclusions:(1)Through the questionnaire survey of students,it is found that students are generally interested in biology,but their learning initiative needs to be further improved,and they have a positive attitude towards task learning;The development of students in different dimensions of scientific thinking is not balanced,the relatively good is induction and generalization dimension,while the critical thinking and creative thinking are relatively weak,especially creative thinking,the performance of the three grades in this dimension are poor.On the whole,students' scientific thinking literacy tends to increase with the grade,but there are differences among different dimensions.In addition,the application of task-driven teaching method has positive effect on the development of students' scientific thinking.The results of teacher survey show that most teachers' understanding of scientific thinking is not thorough enough,but some teachers have begun to cultivate students' scientific thinking consciously.Some teachers have some understanding of task-driven teaching and can use it in teaching.There are also some teachers who prefer to use traditional teaching methods because of the tight schedule.(2)Combined with the results of the survey,this paper puts forward a specific teaching strategy of using task-driven teaching to cultivate students' scientific thinking,and presents the teaching design of a new lecture and a review lesson as an example of this strategy.Then,the teaching practice was carried out for two months,and the teaching method was consistent with the class example.After the practical teaching,a questionnaire was designed to posttest the level of scientific thinking,and the students with different achievement levels in the class were interviewed after task-driven teaching.By comparing the level of scientific thinking measured before and after,it is found that the overall level of students' scientific thinking has improved,among which the dimension of innovative thinking has improved significantly,while the dimensions of induction and generalization,deduction and reasoning,model and modeling and critical thinking have also shown a trend of increase.The interview results show that students are more interested in the classroom under task-driven teaching mode,think that this teaching mode is more conducive to learning,and students themselves feel that their thinking is more active.The research shows that task-driven teaching can promote the development of students' scientific thinking to a certain extent,improve students' interest and cultivate students' good learning habits.Teachers can try to cultivate students' scientific thinking through task-driven teaching strategy,so that students can develop better.