Research On The Practice Of High School Biology Teaching To Cultivate Students' Critical Thinking Based On PCRR Model

The requirements for developing students' critical thinking are clearly stated in the General High School Biology Curriculum Standards(2017 edition revised in 2020)promulgated by the Ministry of Education of China,indicating that critical thinking has become an essential key competency.The PCRR model((Present,Critique,Reflect,Refine),as a teaching model of argumentative teaching,contains concepts that coincide with the characteristics of critical thinking,indicating that the implementation of PCRR model teaching in the classroom becomes an important way to cultivate students' critical thinking.This study attempts to develop students' critical thinking based on the PCRR model.Therefore,this study attempts to cultivate students' critical thinking by teaching high school biology based on the PCRR model.In this study,the literature research method was used to understand the progress,shortcomings and theoretical basis of domestic and international research on "PCRR model and cultivation of critical thinking",and to clarify the meaning of the core concepts;on the basis of the literature research,the connection between PCRR model and critical thinking was analyzed;secondly,the current situation of students' critical thinking was analyzed through questionnaires using CTDI-CV,CCTST,and the following.Then,it conducted semi-structured interviews with five biology teachers to understand the awareness and development of argumentative teaching.Based on the characteristics of the PCRR model,the content of the textbook,and the students' situation,it developed the teaching strategies of "The Building Scaffolding Strategy","The Problem-driven Strategy","The Learning Community Strategy","The Mind Map Strategy",and "The Argumentative Report Strategy",and then designed the PCRR model teaching case.Finally,a control group and an experimental group were set up for teaching practice using the educational experiment method,and the experimental group was taught with the PCRR model while the control group was taught with regular lectures.The data were collected and analyzed,and the results showed that the experimental group outperformed the control group in both critical thinking tendencies and critical thinking skills in general,but they did not all differ significantly in specific dimensions,and there was no There were no significant differences in biology scores.Therefore,the following conclusions were drawn from this study.(1)The level of students' critical thinking needs to be improved.According to the questionnaire results,the overall analysis shows that students' critical thinking tendencies are generally neutral,and the performance of each sub-tendency is relatively poor;students' critical thinking skills are generally negative,and each sub-skill is "weak".In terms of gender differences,there was no significant difference between male and female students in terms of critical thinking tendencies and skills in general,and in terms of specific dimensions,there were only significant differences in the two sub-tendencies of "open-mindedness" and "systematic thinking".There were no significant differences in the other sub-dispositions or sub-skills.This suggests that educators still need to work on the cultivation of students' critical thinking.(2)The situation of argumentative teaching in actual teaching is not optimistic,and there are problems such as insufficient awareness and application.Mainly,students' own level is weak,time-consuming and easily inefficient,and teachers' own lack of strong support lead front-line teachers not to try easily or not yet try to use specific argumentative teaching models for teaching.(3)The PCRR model was good for developing students' critical thinking in general,but the development of sub-competencies was uneven.However,in terms of the sub-tendencies of critical thinking tendencies,the PCRR model only significantly improved the sub-tendencies of "self-confidence and cognitive maturity";while in terms of the sub-skills of critical thinking skills,the PCRR model only significantly improved the sub-skills of "reasoning and analysis".In terms of the sub-skills of critical thinking skills,the PCRR model has a significant effect on the sub-skills of "reasoning and analysis",which indicates that the PCRR model has an unbalanced effect on the sub-competencies of critical thinking.(4)In a short period of time,PCRR model teaching has no significant impact on students' biological performance;the reason for this may be the short duration of argumentative teaching using the PCRR model.