Research On Cultivating Students’ Scientific Reasoning Ability In High School Biology Teaching Of PBL Teaching Mode

It is a rapid period for the development of students’ scientific thinking in high school,and scientific reasoning ability is the core component of scientific thinking,so attention should be paid to cultivate high school students’ scientific reasoning ability.First,Studies have found that PBL teaching mode is problem-oriented,the implementation of biology teaching needs to rely on problems.Students need to use the corresponding scientific reasoning ability in the process of problem solving,so it can cultivate students’ scientific reasoning ability through PBL teaching mode,and then promote the development of students’ scientific thinking.Secondly,this study took the Senior 1 students of a key senior high school in Harbin as the research object,and distributed LCTSR test papers to students to understand the level of their scientific reasoning ability and found that their level is low;The development of scientific reasoning ability of Senior 1 students is uneven,and the level of conservation reasoning is higher,and the level of probability reasoning and hypothesis deductive reasoning is lower;There is no gender difference in scientific reasoning ability;There are differences in the level of scientific reasoning ability among different types of classes.Thirdly,interviews with front-line biology teachers in Harbin to understand the situation of teachers cultivating students’ scientific reasoning ability and the use of PBL teaching mode found that: Most teachers have insufficient cognition of scientific reasoning ability and the use of PBL teaching mode,but more than 50% of teachers believe that the PBL teaching model is the most suitable for cultivating students’ scientific reasoning ability.Based on the above survey results,this study constructs specific steps to develop students’ scientific reasoning ability: 1.Create problem situations and ask total questions;2.Present materials and refine problems;3.Group cooperation to solve problems;4.Problem expansion;5.Summary and evaluation.Next,the scientific reasoning ability in the compulsory high school biology textbook of the People’s Teaching Edition is deeply explored,and the content suitable for the PBL teaching mode is selected for teaching design.Finally,two classes with no significant difference in scientific reasoning ability,class5 and class 8,were selected as the research objects,and were set as experimental class and control class respectively.PBL teaching was used in the experimental class,while the control class was taught by general teaching,and the following results were obtained after one-semester teaching:There was a significant difference in the scientific reasoning ability posttest results between the control class and the experimental class,and the level of scientific reasoning ability in the experimental class was higher than that in the control class.At the same time,the difference between the pretest and posttest results of the control class was not significant,indicating that general teaching could not significantly improve students’ scientific reasoning ability.The results of the pretest and posttest of the experimental class were significantly different,indicating that PBL teaching can improve students’ scientific reasoning ability.Therefore,the conclusion of this study is that the PBL teaching model can obviously improve students’ scientific reasoning ability in high school biology teaching.