Research On The Practice Of Cultivating Biological Scientific Thinking Of Senior High School Students By Situational Teaching

Biology curriculum aims at developing students’ core literacy.As a component element of biological core literacy,scientific thinking is of great value and significance to the development of core literacy,personal growth,cultivation of innovative talents and improvement of national competitiveness.Situational teaching has been developed in China for more than 40 years and has a good theoretical and practical basis.It is feasible and operable to use situational teaching to cultivate students’ biological scientific thinking ability.This study focuses on the relationship between biological scientific thinking and situational teaching,and adopts literature research,questionnaire survey,educational research and statistical analysis to carry out teaching practice research.First of all,the questionnaires were used to investigate the students’ biological scientific thinking ability and the status quo of teachers’ cultivation of scientific thinking by using situational teaching.It was found that the biological scientific thinking ability of grade 11 students was below the middle level and needed to be strengthened.Teachers were faced with such problems as lack of theoretical understanding,insufficient teacher training,difficulty in finding situational materials,poor implementation of situational teaching,insufficient time and energy for teachers,and imperfect evaluation of scientific thinking.Therefore,it’s urgent to make changes.It can be seen that the current situation of situational teaching and the cultivation of students’ scientific thinking was not optimistic,so the implementation strategies of situational teaching to cultivate students’ biological scientific thinking were put forward specifically: strengthening theoretical learning and improving teachers’ professional quality;carrying out action research and cultivating biological scientific thinking;excavating the situation materials,building the characteristic resource database of discipline;refining teaching situations,promoting the development of scientific thinking;implementing collective lesson preparation to reduce the burden of teachers;understanding testing tools and playing a positive role in evaluation.According to the characteristics of different classes,the teaching program designs for new lessons,review lessons and exercise lessons were put forward.The situation creation depended on appropriate situation materials,and the situation materials in "Homeostasis and Regulation" and "Biology and Environment" were classified and sorted out.Finally,combining theory with practice,two classes of the same level in grade 11 were selected as the object of practice.The above implementation strategies,teaching procedures and situational materials were applied in teaching practice,and the questionnaire and biological test papers were used in combination before and after teaching practice to detect changes in students’ biological scientific thinking and academic performance.The results showed that the p-values of the experimental class and the control class in the overall level of biological scientific thinking and the three dimensions of induction and generalization,model and modelling,and critical thinking were all lower than the significance level of 0.05.The average difference in academic achievement between the experimental class and the control class increased from1.23 to 4.38,showing a significant difference.The results were as follows:(1)Implementing situational teaching in high school biology class can stimulate students’ learning enthusiasm,enhance the enthusiasm of classroom participation,and effectively improve students’ biological scientific thinking and academic performance.(2)Among the five dimensions of biological scientific thinking,induction and generalization,model and modelling,and critical thinking were more effective.This study demonstrated the effectiveness of situational teaching in cultivating students’ biological scientific thinking,hoping to provide some reference and inspiration for educators to cultivate students’ biological scientific thinking by using situational teaching.