Practical Research On Big Concept Teaching In The Cultivation Of Biological Science Thinking In High School ——Take "Molecules And Cells" As An Example

The general high school biology curriculum standard emphasizes that the organization of the curriculum should revolve around big concepts,build a knowledge framework as a whole,and develop students’ core literacy of biology.The process of extracting big concepts from complex knowledge systems is closely related to the application of scientific thinking.Therefore,in the teaching process,attention should be paid to the application of big concept teaching to develop students’ scientific thinking.Based on the analysis of the related theories of big concept teaching and scientific thinking,this research adopted the method of literature analysis,questionnaire survey,interview and case study,and took the teaching of big concepts as the foothold and discusses the effectiveness of big concept teaching for the cultivation of scientific thinking.It aimed to provide reference for educators to implement big concept teaching,cultivate students’ scientific thinking,and promote the development of students’ biology core literacy.This research was mainly divided into two parts: theoretical research and practical exploration.In the first part,the research analyzed the feasibility and necessity of implementing big concept teaching for cultivating scientific thinking by using the method of literature research.On the basis of concept transformation theory,advanced learning theory and constructivism theory,the cognitive law of big concept formation in students’ knowledge structure was analyzed and studied.Secondly,after theoretical analysis of the field of cultivating scientific thinking in big concept teaching,teaching strategies for cultivating scientific thinking were put forward including concept map strategy,unit teaching strategy,model construction strategies and experimental teaching strategies.In the second part,questionnaires,interviews and other methods to investigate the teachers and students of the internship school were performed,and then improvement measures according to the current situation were put forward.Two units of “basic structure of cells” and “material input and output of cells” were designed for teaching.Combined with the experimental research method,the big concept teaching was carried out in the experimental class,and the control class was carried out with the conventional teaching method.The results showed that there were significantly different between the experimental class and the control class in every dimension of scientific thinking level.According to the research results,some conclusions were formed.Firstly,big concept teaching could effectively cultivate scientific thinking.The scientific thinking of the experimental group students in the four dimensions of induction and generalization,deduction and reasoning,critical thinking,modeling and modeling were higher than those of the control group,which showed the advantage of big concept teaching.Secondly,big concept teaching could effectively guide teaching,and was of great significance to the implementation of teaching design and teaching activities,which enabled teachers to carry out teaching from a systematic perspective,grasp the core content of the subject,and organize the course content according to the structural system of different levels of concepts to realize knowledge structural integrity.Finally,big concept teaching could promote students’ meaningful learning,guide students to explore the nature of concepts,effectively cultivate students’ ability to construct concepts,and achieve advanced scientific thinking.These findings would provide teaching paradigms and references for front-line biology teachers.