| High-order thinking is one of the important contents of core competencies in the field of biology and has significant implications for middle school biology teaching.However,there are problems such as insufficient interaction,single evaluation methods,and poor student subjectivity in current junior high school biology classrooms,which limit the development of high-order thinking in students.Therefore,this study aims to construct a Smart Classroom teaching strategy based on the development of students’ high-order thinking through functions such as learning diagnosis,three-dimensional interaction,resource pushing,process evaluation,and after-class tutoring,in order to solve these problems and further promote the development of students’ high-order thinking.Firstly,this study clarifies the relevant theories of Smart Classroom and high-order thinking and explores the internal connection between the two in depth.Then,A questionnaire survey was conducted to investigate the current state of high-order thinking development among middle school students,and factors affecting the development of highorder thinking were analyzed.Based on this,a set of Smart Classroom teaching strategies based on the development of students’ high-order thinking was constructed.Finally,the experimental class and control class were compared and analyzed using practical research methods to derive research conclusions.The results show that in terms of analytical,evaluative,and creative thinking,the number of students with above-average thinking ability in the experimental class increased by 40%,35%,and 35%,respectively,compared to before the experiment.In contrast,there was no significant change in the control group.Moreover,the average score differences between the experimental and control groups in the three dimensions were 1.87,1.99,and2.11 points,respectively,indicating a significant difference(P<0.05).Additionally,there was a significant difference(P <0.05)in exam results between the two classes at the end of the term.Results from teacher interviews and open-ended assignments demonstrated that students’ learning attitudes have positively changed and that their high-order thinking abilities have been effectively developed through the Smart Classroom teaching strategy.The research findings indicate that using a Smart Classroom teaching strategy can enhance students’ learning interest,promote their autonomous,cooperative,and active learning,and thus improve teaching effectiveness.The Smart Classroom teaching strategy can also promote the development of high-order thinking skills among middle school biology students.These discoveries are helpful for guiding biology teaching practices,cultivating students’ high-order thinking skills,and providing support for quality education in biology.Therefore,the conclusions of this study are of great significance for biology teaching practice. |
