Research On Cultivating Students’ Scientific Thinking Ability Through Scaffolding Teaching In High School Biology

The "General High School Biology Curriculum Standard" proposes to cultivate students’ core biological literacy.Scientific thinking is the thinking habit and ability of students to understand things and solve practical problems,and plays a key role as an important component of core literacy,so how to cultivate students’ scientific thinking in biology teaching is still one of the hot spots of research.Scaffolding teaching emphasizes students’ subjectivity in the teaching process,while teachers act as guides,helpers and facilitators of students’ development,in line with the curriculum concept of the new curriculum reform,helping students to cross the nearest developmental zone,reach their potential developmental level and complete the meaningful construction of new knowledge through the construction of scaffolding.The formation of students’ scientific thinking requires active participation in the inquiry process,which has a high fit with the concept and process of scaffolding instruction.At present,there is relatively little applied research on cultivating students’ scientific thinking through scaffolding teaching,which requires the attention of scholars.Therefore,this study will investigate the effects of applying scaffolding instruction to high school biology teaching on students’ scientific thinking in the context of curriculum standards and textbook content.First,to understand the current state of scientific thinking level and its cultivation among high school students by distributing questionnaires to students and interviewing teachers;Secondly,based on the scaffolding teaching link,combined with the scaffolding teaching design principle of cultivating scientific thinking,the teaching case design was carried out with the compulsory 1 of high school biology in the Humanities version as an example;Thirdly,scaffolding teaching is implemented in the experimental class,and traditional teaching is implemented in the control class,and a questionnaire survey and a paper-and-pencil quiz were conducted for the students of both classes after the teaching practice,and the students of the experimental class were interviewed about the effect of classroom teaching;Finally,we compared the effect of implementing scaffolding teaching on the scientific thinking ability and biology achievement of students in the experimental class and the control class.By comparing and analyzing the practical results of the two classes,the following three conclusions are drawn: First,implementing scaffolding teaching can promote students’ scientific thinking level,which is mainly reflected in the significant improvement of students’ inductive and generalization,deductive and reasoning,and critical thinking dimensions;Secondly,implementing scaffolding teaching has a certain promoting effect on improving students’ biological performance;Thirdly,implementing scaffolding teaching can improve classroom teaching effectiveness.The above findings suggest that applying scaffolding to high school biology teaching can effectively develop students’ scientific thinking.In order to better implement the development of students’ scientific thinking in high school biology classroom teaching,this study proposes the following three pedagogical recommendations: First,to pay attention to students’ "nearest developmental zone";Second,to flexibly adjust the steps of scaffolding teaching implementation;Third,to reasonably build and evacuate scaffolds according to the actual teaching situation.It is hoped that this study can provide a theoretical reference for the majority of biology teachers.