Research On The Strategy Of Developing Students’ Scientific Thinking In The Construction Of Important Concepts In High School Biology ——A Case Study Of The Module Molecule And Cell In The Textbook Of PEP Compulsory 1

As an important part of discipline core literacy,the cultivation of scientific thinking has attracted much attention.The biological important concept itself reflects certain thinking characteristics and is a good carrier for developing scientific thinking.From the perspective of important concept construction,this study explored the teaching strategies to effectively develop students’ scientific thinking in specific teaching,aiming at providing reference for basic teaching.This study mainly adopted literature research method,questionnaire survey method and experimental research method.First of all,consulted the relevant literature,combed the research status of ’scientific thinking’ and ’important concepts’ at home and abroad,deeply understood the connotation and theoretical basis of both’scientific thinking’ and ’important concepts’,and defined the relevant concepts.Secondly,carried out an investigation and research on biology teachers in senior high school by issuing questionnaires.The survey results showed that since the promulgation of the new curriculum standard,teachers had begun to pay attention to the cultivation of scientific thinking,and to realize the existing close relationship between ’important concepts’ and ’scientific thinking’.However,teachers’ understanding of ’scientific thinking’ was not deep enough,their cultivation of students’ scientific thinking in the ’important concepts’ teaching was not well targeted and relevant cultivation strategies were insufficient.Based on the survey above,this study started from the concept acquisition mode of ’fact research comes before concept formation’,explored the general process of biological important concepts teaching,combined with the five scientific thinking dimensions divided by curriculum standards,and then put forward teaching strategies,including strengthening the logical relationship between concepts to develop induction and generalization thinking;putting forward problem series pointed to important concepts to develop deductive and reasoning thinking;building multiple models independently to develop models and modeling thinking;developing critical thinking through biological controversial issues;creating conceptual application situation to develop creative thinking.Finally,combined with the above teaching strategies,chapter 3 of ’Molecular and Cell’ module of PEP was taken as an example to design teaching cases and carry out practice.Before and after the practice,the changes of students’ scientific thinking level were detected by paper-pencil test and thinking scale.The practical results showed that the scores of paper-pencil test and thinking scale in the experimental class were higher than those in the control class,and there was a significant difference in the scientific thinking level between the two classes.It could be seen that with important concepts as the carrier,using the strategies proposed in this study could effectively promote the development of students’ scientific thinking.