A Practical Study On The Development Of Students’ Critical Thinking Through Demonstrative Teaching In High School Biology

In the 21 st century,the core of competence is 4C competence including critical thinking,creative thinking,cooperation ability and communication ability.The economy of China has entered a stage of high-quality development,and a large number of innovative talents are urgently needed,and innovation is often based on critical thinking of existing ideas or things.“Biology Curriculum Standard for Senior High School” proposes to cultivate students’ biological core literacy,in which "critical thinking",as an important part of "scientific thinking",is the thinking quality that students gradually develop in the process of learning,and it is also one of the necessary skills to better adapt to society in the era of globalization.Biology,as a natural subject,contains sufficient biological facts and is a good material for demonstrative teaching.Through demonstrative teaching,students are guided to argue biological facts like scientists and develop their demonstrative skills and critical thinking in the process of demonstration.At present,demonstrative teaching has been applied in the teaching of the subject,but practices have found that there are still shortcomings in the implementation of the existing demonstrative teaching model in teaching,such as students’ low demonstrative ability,poor adaptation to the demonstrative classroom,and the difficulty for teachers to carry out teaching.Therefore,based on the core literacy of biology and the characteristics of biology,this study constructs a demonstrative teaching process that is suitable for developing students’ critical thinking in Chinese high school classrooms and investigates the impact of applying the demonstrative teaching process in high school biology on students’ critical thinking.First of all,sort out the research progress at home and abroad through reading the literature,and clarify the research direction.Secondly,know the current level of self-evaluation,critical thinking tendency and skills of senior high school students through the questionnaire.Through teacher interviews,we can understand the current situation of application of argumentative teaching and cultivation of critical thinking.Again,the existing demonstrative teaching processes were analyzed and compared,and the demonstrative teaching process for developing critical thinking was reconstructed.From time to time,select the experimental class and the control class to carry out teaching practice.After the practice,students were investigated through questionnaires,paper-and-pencil tests and classroom effect interviews.The contents of the module“Steady State And Regulation” were sorted and classified,and three different types of contents were selected for teaching design.Finally,the obtained experimental data were statistically analyzed to compare the differences between the students in the experimental and control classes in terms of critical thinking disposition and skills,test scores on exams of critical thinking category and overall scores,to understand students’ attitudes toward demonstrative teaching,to summarize the conclusions and to propose outlook.The results of practical research show that high school students have a good self-evaluation of critical thinking and critical thinking is at a medium level.Biology teachers try to use demonstrative teaching in the classroom and attach importance to the cultivation of students’ critical thinking.Demonstration teaching significantly improves the critical thinking tendency and skill level of senior high school students,and can effectively improve the classroom effect,but it has no significant impact on students’ academic performance.From this,the following conclusions are drawn: There is room for improvement in senior high school students’ critical thinking;Demonstration teaching can promote the development of senior high school students’ critical thinking;The short-term demonstration teaching has not significantly improved students’ academic performance;Demonstration teaching can improve the classroom effect.In order to make better use of demonstrative teaching to develop students’ critical thinking in the classroom,this study proposes the following four suggestions: firstly,develop more teaching resources;secondly,improve teachers’ awareness of applying demonstrative teaching;thirdly,emphasize and insist on the cultivation of critical thinking;fourthly,establish a diversified evaluation system.It is expected that the results of this study will provide some reference for educational researchers and biology teachers.