Theoretical And Practical Research On The Developing Of Students' Logical Thinking In High School By Biology Inquiry-Based Teaching

Education is important for powerful countries.And in contemporary China,developing the "core literacy" of students is the primary task of high school education which is also accommodating to the educational situation and the new curriculum standard education reform.In high school,the biology teaching basing on core literacy pays attention not only to develop students' scientific thinking,but also to advocate scientific explorations,promote thinking through learning and improve students' thinking ability through the exercise of thinking.In scientific thinking,logical thinking is not only the main manifestation form of scientific thinking,but also an important part of scientific explorations for its functions on concept formation.In practice teaching,although teachers generally recognize the importance of developing logical thinking ability and the superiority of inquiry-based teaching in students' autonomous learning and inspired learning.For the limited of time,intense teaching tasks,situation of schools or students,the inquiry-based teaching model has not been widely applied and its superiority on developing students' logical thinking has not been deeply excavated.The purpose of this study is to find out the theoretical supports of the inquiry-based teaching on developing students' logical thinking,to make clear the current teaching situation and problems and to practice how to develop students' logical thinking using inquiry-based teaching mode.In order to achieve above research purposes,the methods of literature analysis,questionnaire survey,interview and educational experiment had been carried out to study the development of students' logical thinking by inquiry-based teaching mode in high school biology from theoretical and practical aspects.The main research contents are as follows:First,the theoretical researches on the development of students' logical thinking by biological inquiry-based teaching had conducted,which include civil and foreign research progress,the definition of related concepts,the theories,principles,processes and classification of inquiry-based teaching,the characteristics,training methods,significance and evaluation of logical thinking,the theoretical analysis of the superiority of inquiry-based teaching to students' logical thinking development,etc.It laid a theoretical foundation for how to use inquiry-based teaching to develop students' logical thinking in biology classrooms.Second,the investigation and analysis of the current situation of the development of students' logical thinking by biology inquiry-based teaching in high school had been performed through teacher questionnaires,student questionnaires and teacher interviews from teaching and learning aspects.These guided the direction of following teaching practice.Third,the teaching practice studying for the development of students' logical thinking through inquiry-based biology teaching had been performed in a high school in H city.Four parallel classes in the first grade were selected as samples and randomly divided into experimental groups and control groups.The experimental groups were taught by the inquiry-based teaching method focusing on the development of students' logical thinking,while the control group by the conventional teaching method.After one term teaching experiments,the development logical thinking of students of experimental groups and control groups were tested respectively for analysing the results of development of students' logical thinking by inquiry-based biology teaching.The results of this study are as follows:Theoretical research results: The advantages of developing students' logical thinking by biology inquiry-based teaching are reflected on the setting of teaching objectives of high school biology inquiry-based teaching focusing on students' logical thinking development,teaching content promoting the development of students' logical thinking,the high correlation between the teaching processes of high school biology inquiry-based teaching and the development of logical thinking and teaching evaluations of high school biology inquiry-based teaching close attentions to students' logical thinking development.Practical research results: Through the teaching practice about one semester,the logical thinking level of the students in experimental groups are significantly higher than the students in the control groups(P<0.05).The ability of comparison and classification,induction and interpretation,and abstract and generalization of the students in experimental groups is significantly higher than those in the control groups(P<0.05).While the ability of analysis and comprehensive has no difference between the two groups(P>0.05).The result shows that inquiry-based teaching has a positive effect on developing logical thinking ability of students in high school.Therefore,it is useful to apply inquiry-based teaching to develop high school students' logical thinking and therefor to improve students' biological performance.