The Influence Of Junior Biology Teachers’ Creative Teaching Behavior On Students’ Critical Thinking Disposition

Critical thinking is a requirement for talents in the new era.The core literacy of biology includes critical thinking.The requirement for teachers in the new era is"high-quality,professional and innovative".Therefore,teachers’ creative teaching is inevitable.Junior high school is the key stage of adolescence and is the best period for habit formation and thinking development.Therefore,analyzing the relationship between the creative teaching behavior of junior high school biology teachers and the students’biological learning investment and critical thinking tendency will help first-line teachers.Cultivate students’ critical thinking and provide theoretical basis.This research is based on educational psychology,combined with middle school biology teaching to carry out research,using questionnaire method and observation method,taking 7 biology teachers and 360 students from Shenzhen H School as the subjects,and selecting 4 teachers for classroom observation subjects,a total of 144 lectures,collected data using the Creative Teaching Behavior Self-Rating Scale,Learning Engagement Scale,California Critical Thinking Tendency Scale(CCTDI-CV),and SPSS22.0 for the creative teaching of junior high school biology teachers A survey of behaviors and critical thinking tendencies of junior high school students,an analysis of the differences in demographic variables,and the relationship between the three variables.Through data analysis,this study has the following conclusions:(1)The critical thinking disposition of junior high school students is at an intermediate level,and they perform best in terms of "cognitive maturity."In terms of gender,boys score higher,and there are significant differences in the dimensions of"systematic ability","self-confidence" and "thirst for knowledge".In grades,students in the first grade score higher,and there are significant differences in overall and "analytic ability","systematization ability",and "thirst for knowledge" dimensions.In terms of the differences in class nature,the experimental class scored higher,and there were significant differences in the overall and "seeking the truth","open mind",and "cognitive maturity" dimensions.In terms of parental education,the higher the parent’s level of education,the stronger the critical thinking tendency of the child.In terms of differences in household registration types,students with urban household registration score higher,and there are significant differences in the overall and the dimensions of "searching for the truth","systematic ability" and "self-confidence".The difference in teaching teachers has the greatest impact on students.The higher the score of creative teaching,the stronger the disposition of students to think critically.(2)The creative teaching behavior of junior high school biology teachers in this school is at a relatively high level.There are no significant differences in gender,teaching grade,teaching age,professional title and educational background.There is no significant difference in the professional background of teachers in the "learning style guidance" dimension,and there are significant differences in other dimensions.At the same time,teachers with a normal education background can be more creative;conversely,teachers with a non-teaching background are more creative in teaching difference.(3)The teacher’s creative teaching behavior is significantly positively correlated with the "emotional input" dimension of students’ biological learning input,but not significantly correlated with other dimensions.There is a significant positive correlation between the dimensions of students’ biological learning input and the dimensions of critical thinking dispositions.Learning engagement plays a part of the mediating role between the creative teaching behavior of junior high school biology teachers and the critical thinking disposition of students.The"emotional engagement" dimension plays a part of the mediating role between the various dimensions of creative teaching behavior and the critical thinking disposition.