Application And Practice Of High School Biology Simulation Experiment Based On The Cultivation Of Scientific Thinking

Scientific thinking is one of the core qualities of biology in the new biology curriculum standard.Its meaning is to respect facts and evidence,advocate a rigorous and pragmatic attitude towards knowledge,and use scientific thinking methods to understand things and sole practical problems.High level scientific thinking needs systematic cultivation and exercise.Therefore,how to implement scientific thinking in biology teaching is a subject of general concern.Among them,the form of experimental teaching can cultivate and improve students’ scientific thinking,but experimental teaching is easily restricted by many objective factors such as time,space and equipment conditions,which has little effect on the cultivation of students’ scientific thinking,The biological simulation experiment has its uniqueness,which can solve the above dilemma.Therefore,this study will explore the impact of biology simulation experiment teaching on students’ scientific thinking on the basis of investigating the current situation of senior high school students’ scientific thinking level.This study takes 100 sophomores of a senior high school in Shihezi City,Xinjiang Autonomous Region as the research object,understands the current situation of senior high school students’ scientific thinking through the questionnaire method,formulates a scientific teaching design of biological simulation experiment based on cultivating students’ scientific thinking on the basis of clarifying the connotation and characteristics of scientific thinking and the essence of biological simulation experiment by using the literature research method,and implements the teaching of simulation experiment in the selected experimental class,Routine teaching was used in the control class,and questionnaires were sent to measure the changes of students’ scientific thinking level in the experimental class and the control class after teaching intervention.According to the pre-test results,the flexibility and agility of students’ scientific thinking are at or above the medium level,but the profundity,criticism and originality of scientific thinking are generally at or below the medium level.After the teaching intervention,the flexibility and agility of students’ scientific thinking in the experimental class have not changed significantly,the profundity,criticism and originality of scientific thinking have been significantly improved,while the level of scientific thinking in the control class has not changed significantly.Based on the analysis of the research results,the following research conclusions are drawn:First,the scientific thinking level of senior high school students is generally at the upper middle level,but the development of each dimension is unbalanced.From high to low,the order is flexibility,agility,criticism,originality and profundity.The latter two dimensions are at the lower middle level,which can be targeted and strengthened.Second,through the teaching of biological simulation experiment,students can comprehensively analyze the research object,abstract the essential characteristics of the prototype,exercise students’ scientific thinking ability,and significantly improve the profundity of scientific thinking.Third,through the teaching of biological simulation experiment,students can raise questions,express different opinions,eliminate secondary interference factors in the process of experiment,and the criticism of scientific thinking has been significantly improved.Fourth,through the teaching of biological simulation experiment,students can summarize their own learning methods,explore new directions and ways to solve problems,and significantly improve the originality of scientific thinking.