A Practical Research On Cultivating Students’ Scientific Thinking In High School Biology Teaching Based On Scaffolding Teaching Mode

In order to implement the demand for talent training in the development of the new era,the "Senior High School Biology Curriculum Standards"(2017 edition)was officially promulgated in 2018,which clearly put forward the curriculum concept of core literacy as the goal,emphasizing that high school students should develop the core literacy of biology,scientific thinking plays a key role as an important part of the core literacy of biology,and how to cultivate students’ scientific thinking in biology teaching has also become a problem worthy of attention.The scaffolding teaching model is based on the theory of constructivism.It pays attention to the existing experience of students and emphasizes the meaning construction of new knowledge.Teachers are the guides and helpers of students’ development,and they implement the students’ main position and conform to the new curriculum reform idea.The cultivation of students’ scientific thinking requires active participation in the inquiry process,and developing scientific thinking on the basis of the existing thinking level,which has something in common with the theoretical basis of the scaffolding teaching model.In order to effectively implement the formation of students’ core literacy,this study proposes the research topic of "cultivating students’ scientific thinking in high school biology teaching based on the scaffolding teaching model",which not only enriches the application field of scaffolding teaching model,but also provides scientific research for students.The cultivation of thinking provides a teaching model that can be used for reference.This study uses the literature research method to obtain a detailed understanding of the domestic and foreign research status,related concepts and theoretical connotations of scaffolding teaching mode and scientific thinking cultivation,and provides a basis for subsequent research.Through the questionnaire survey method,referring to the dimension division of scientific thinking in the "Course Standard",a questionnaire on the status quo of scientific thinking level was designed to understand the current level of students’ scientific thinking,and analyze the practical problems existing in the cultivation of scientific thinking.The generalized application ability is general,there are few opportunities to improve the deduction and reasoning ability,there is still much room for improvement in the level of modeling and modeling,there are obvious differences in the level of critical thinking,and the level of creative thinking is generally low.Then,according to the current situation,a teaching strategy of scaffolding teaching mode to cultivate scientific thinking is proposed,and teaching cases are designed.Then,based on the results of the questionnaire,two classes with the same level of scientific thinking were selected for a two-month teaching practice study.The experimental class adopted the scaffolding teaching mode,and the control class adopted the conventional teaching mode.After the practice,based on the teaching content,a scientific thinking level test paper is designed,and the difference between the scores of the two classes is statistically analyzed,and the results of classroom observation and teacher interviews are supplemented to test the effect of teaching practice.Through the analysis of the practical results,the following conclusions are drawn: First,the scaffolding teaching mode can effectively implement the student’s dominant position and improve students’ classroom participation;academic performance;third.The scaffolding teaching mode can create conditions for the improvement of students’ scientific thinking level;fourthly,the scaffolding teaching mode enables teachers to pay more attention to the performance of students and achieve teaching mutual learning.