Research On The Teaching Status Of Critical Thinking Of High School Biology Teachers

As an essential tool for learning and acting in the information age,critical thinking is receiving extensive attention from educational researchers at home and abroad.Developed countries such as the United States and Canada have realized the urgency and importance of critical thinking for student development and integrated it into the curriculum standards and teaching materials.Chinese educational researchers have gradually realized the importance of critical thinking.At present,critical thinking is also regarded as one of the teaching goals of Chinese teachers in the curriculum standards.Through the research of existing literature,we have found that the critical thinking level of Chinese students is not optimistic,but fortunately,critical thinking is not an innate ability.Appropriate teaching intervention and reinforcement can improve students' critical thinking ability.In this process,the teacher shoulders an important responsibility,that is,the teacher's critical thinking teaching ability affects the students.In order to understand the level of teachers' critical thinking teaching ability and the deficiencies existing in teachers' critical thinking teaching,it is first necessary to have measurement tools to evaluate teachers' critical thinking teaching ability.Through literature research on the cultivation of critical thinking and classroom observation tools,on the basis of the selected classroom observation tools,the methods of critical thinking cultivation were integrated into it,and the corresponding classroom observation tool was formed.During the period,the expert review method and the rater reliability method were used to revised and test the tool,and finally a classroom observation tool with good reliability and validity for the critical thinking teaching ability of biology teachers was formed.Taking the teaching videos on the platforms such as "One teacher,One excellent course,One course,One teacher" as the research object,combined with video analysis method,the critical thinking teaching of high school biology teachers was observed and analyzed.The research results show that the critical thinking teaching ability of Chinese high school biology teachers is at the pass level.In the four dimensions of classroom environment,teacher-student interaction,teaching content,and execution effect of the classroom observation scale,teachers perform well in the dimension of teacher-student interaction,but need to be improved in terms of classroom environment creation and classroom execution effects.The specific deficiencies are that they rarely ask students to question;they fail to guide students to think dialectically;they lack empirical awareness,they rarely ask students to give evidence when making judgments.Based on the deficiencies found in the video analysis,through in-depth study of the literature,this research summarizes the ways to effectively teach critical thinking,such as encourage students to question;question students' answers;carry out argumentative teaching;guide students to use tools such as concept maps to organize learning content;take a variety of ways to engage students in the classroom.