The Research Of Applying BOPPPS Teaching Model To Improve Students’ Critical Thinking Tendency In Biology Teaching Of Senior High School

Many state documents point out that classroom teaching should adopt the methods of participation,elicitation and inquiry,while the BOPPPS teaching mode emphasizes the participatory learning very much,at the same time,cultivating critical thinking is the trend of international education,many countries have included critical thinking in the curriculum requirements.In our country,“High School Biology Curriculum Standard(2017 edition 2020 revision)” points out to develop students’ core literacy.Critical thinking is a component of scientific thinking literacy,and the tendency of critical thinking is the basis of critical thinking.The purpose of this study is to construct a BOPPPS teaching model to cultivate critical thinking tendency and to explore its effectiveness.First of all,this paper clarifies the concepts of“BOPPPS teaching mode”,“Critical thinking”,“Critical thinking tendency” and the present research situation at home and abroad by means of literature research,this paper explores the combination of BOPPPS teaching mode and the tendency of critical thinking.By using the California Critical Thinking Tendency questionnaire(Chinese version)(CTDI-CV),the author investigated the students’ critical thinking tendency level in practical schools,the findings are as follows:(1)the level of students’ critical thinking tendency is higher on the whole;(2)the levels of students’ critical thinking tendency from strong to weak are as follows: thirst for knowledge,analysis,open-mindedness,self-confidence,cognitive maturity,systematicness and truth-seeking;(3)there was no significant gender difference in the tendency of critical thinking.Through one-to-one interviews with senior high school biology teachers,it is found that although teachers are aware of the important role of critical thinking for students’ future life and work,they have a shallow understanding of critical thinking,the present situation of the classroom teaching of critical thinking is not optimistic.Most teachers do not train students’ critical thinking pertinently.Teachers think that the main reasons for this phenomenon are: examination-oriented system restrictions,lack of classroom time,teachers’ ability is not enough,students’ enthusiasm in the classroom is not high.In the practical teaching,two classes with no significant difference in the level of critical thinking tendency are selected as the control class and the experimental class respectively,and then the two classes are taught for one semester,then CTDI-CV was used to test the students’ critical thinking tendency level again.The results were as follows:(1)there was no significant difference in the level of critical thinking tendency before and after the experiment in the control class;(2)the levels of critical thinking tendency,truth-seeking,open-mindedness,analysis,systematicness,self-confidence and curiosity in the experimental class after the experiment were significantly higher than those before the experiment;(3)after carrying out the teaching experiment,the experimental class showed a significant improvement in the dimensions of critical thinking tendency,analysis,self-confidence,thirst for knowledge and system.Through the interview with the teachers,we know that the teachers think that the students become more active and self-confident in the classroom,and can make an objective evaluation of different viewpoints,with a higher level of critical thinking tendency.The above results show that the BOPPPS teaching model can effectively promote students’ critical thinking tendency.