Cultivating Students’ Critical Thinking Tendency In High School Biology Teaching Exploration

Critical thinking is higher-order thinking in scientific thinking and an indispensable quality of innovative talents.The newly promulgated biology curriculum standards also put the cultivation of students’ critical thinking in a very important position.The PBL teaching model(problem-based learning)emphasizes introducing real situations into the classroom,allowing students to explore knowledge closely related to the problem through independent thinking,communication and cooperation.It is a kind of teaching that cultivates relevant skills and develops students’ higher-order thinking.model.With the basic goal of cultivating students’ critical thinking tendency,this paper explores the influence of PBL teaching mode on each dimension of critical thinking tendency,in order to provide new ideas for the cultivation of students’ critical thinking.This study uses the literature research method to clarify the related concepts of critical thinking and PBL,and sort out the theoretical basis for applying the PBL teaching model to the cultivation of critical thinking.Through the teacher questionnaire survey,it is found that most biology teachers have a very accurate understanding of PBL,but they are not clear about the specific implementation steps;and for the critical thinking survey results,50% of the teachers know the concept,but they are not clear about the connotation of critical thinking.,the critical thinking tendency is not clear,and there is little targeted training in teaching activities.The students’ questionnaires show that the students’ overall critical thinking tendency is in a contradictory stage and needs to be further improved.In response to the survey results,the author takes the combination of the PBL teaching model and the cultivation of critical thinking as the breakthrough point,according to the real situation of the high school biology classroom,and based on the previous PBL process research as the basis,to determine the PBL teaching suitable for high school biology teaching Process: pre-class preparation stage(study situation analysis-teaching goal formulation-problem formulation-create group),classroom implementation stage(problem presentation-self-thinking-communication and discussion-result display-teacher-student summary),After-class evaluation stage(student self-evaluation-mutual evaluation within the group-teacher evaluation).Among them,the pre-class preparation stage is the premise for the normal development of the classroom implementation stage.The teaching link settings in the classroom implementation stage and after-class evaluation stage correspond to each dimension of the cultivation of critical thinking tendency,which is more pertinent.In the process of target design,based on the original curriculum teaching objectives,the target of critical thinking tendency corresponding to the teaching content is formulated.The purpose is to complete the teaching objectives required by the high school biology curriculum standards and at the same time complete the cultivation of critical thinking tendency.Target.On the basis of determining the teaching process,choose the four lessons of "Inorganic Matter in Cells","Passive Transport","Characteristics of Enzymes",and "Energy Currency ATP of Cells" in High School Biology Compulsory 1 "Molecules and Cells" Carry out teaching practice verification,and evaluate the changes of students’ critical thinking tendency through the CCTDI questionnaire.The data shows that through a period of PBL targeted teaching,students’ critical thinking tendency in open-mindedness,self-confidence,and curiosity have been significantly improved.,but still in the contradictory range.After practice verification,the PBL process designed by the author for high school biology teaching is feasible,and the direction of combining the PBL teaching model with the cultivation of critical thinking is also accurate.However,from the research results,students’ critical thinking tendency It is still in the contradictory range,which may be related to less selection of teaching chapters and shorter practice time.The cultivation of students’ critical thinking tendency is not achieved overnight,and requires researchers to persevere in actual teaching activities for a long time.