The Practice Research Of Continuous Situation Teaching Of Biology In Senior High School Based On Scientific Thinking

The General Senior High School Biology Curriculum Standards(2017 Edition,revised in 2020)mentions the emphasis on the creation of situation and the material of real life to carry out biology teaching for many times.In recent years,the creation of teaching situation has become the normal state of classroom teaching,however,complex teaching situation makes students catch one and lose another.It is obviously that this fragmentary and leap-forward situation teaching goes against the consistency and progression of students'thinking.For this phenomenon,this study creating a situational thread that runs through the class applied continuous situation creation to biology teaching in senior high school.With the view of making classroom teaching suitable for students'cognitive rules and making students form continuous and progressive thinking in continuous situations,this study made the cultivation and development of scientific thinking come true gradually.This study mainly involved two parts:(1)Literature research was used to study the relevant content of situation creation.Firstly,read relevant literature and sort out the research status of situation and continuous situation creation at home and abroad.Besides,clarify the connotation and theoretical basis.Secondly,this paper sorted out the materials and sources of situational teaching of biology in senior high school and summarized the principles and strategies of continuous situation creation.Lastly,this paper put forward the general process of continuous situation teaching and designs teaching cases.(2)Researched the change of students'scientific thinking level before and after practice teaching.In the first place,two classes with no significant difference in the general examination scores and scientific thinking level in the last semester were selected as the research objects.Secondly,continuous situational teaching was carried out in the experimental class,while conventional teaching was conducted in the control class for one semester.Furthermore,the test questions were prepared and the scoring criteria were determined according to SOLO(Structure of the Observed Learning Outcome)classification theory.After the completion of all the teaching contents,the scientific thinking level of the students in the two classes was tested respectively,combining the final unified examination results to further test the students'phased learning achievements.The results were as follows:(1)In terms of test scores,there were no significant differences between the experimental class and the control class(P_before=0.660>0.05);the results of post-test and final unified examination in the experimental class were significantly higher than those in the control class(P_after=0.009<0.05,P_final=0.000<0.05).(2)In terms of scientific thinking methods,there were no significant differences in the five dimensions of scientific thinking methods between the pre-practice experimental class and the control class(P were greater than 0.05).After the experiment,the experimental class was significantly better than the control class in the ability of"induction and generalization"and"deduction and inference"(P_induction=0.007<0.05,P_deduction=0.003<0.05);but there were no significant differences in the three dimensions of"model and modeling","critical thinking"and"creative thinking"(P_model=0.379>0.05,P_critical=0.286>0.05,P_creative=0.897>0.05).(3)In terms of scientific thinking level corresponding to SOLO level,after the experiment,the overall scientific thinking level of the experimental class was dramatically higher than that of the control class(P_whole=0.009<0.05).There were no significant differences in the thinking level between the experimental class and the control class in single point structure(corresponding to scientific thinking level 1)and multi-point structure(corresponding to scientific thinking level 2)(P_{single point}=0.385>0.05,P_multi-point=0.110>0.05).And the thinking level of the experimental class was significantly higher than that of the control class in relation structure(corresponding to scientific thinking level 3)and abstract extended structure(corresponding to scientific thinking level 4)(P_relation=0.007<0.05,P_{abstract extended}=0.003<0.05).The result of the research showed that:(1)Applying continuous situation teaching to biology teaching in senior high school was beneficial to improve students' overall scientific thinking ability.(2)Continuous context-based learning can effectively promote students'understanding and application of biological concepts and improve their performance in periodic examinations.(3)The creation of continuous situation in biology teaching was of benefit to teachers to fulfill the specific requirements of science core literacy and curriculum standards.