Practical Research On Cultivating Students’ Scientific Thinking In High School Biology Micro-lesson Teaching

The biology curriculum standards for ordinary high schools(revised in2017 and 2020)clearly propose the basic concept of "core literacy as the purpose".Scientific thinking is not only one of the four core competencies,but also a fundamental requirement for "cultivating morality and talent".Information technology has provided teachers with a large amount of online course resources.As a novel teaching resource,micro courses have attracted the attention of both teachers and students.The use of micro courses to assist conventional teaching is of great significance for cultivating students’ biological scientific thinking.This study focuses on chapters 4-5 of the "Molecules and Cells" module,which is a compulsory course in high school biology in the People’s Education Press.Micro course teaching cases are designed and applied to practical teaching to explore the impact of micro course teaching on the cultivation of students’ biological scientific thinking.This study reviewed literature,summarized the research progress and related teaching theories of micro courses and scientific thinking domestic and international,combined with the requirements of the curriculum standards for textbook analysis,summarized the design principles of micro courses,designed teaching cases that use micro courses to cultivate high school students’ biological scientific thinking,and used micro courses to assist conventional teaching in experimental classes.Taking two parallel classes in the first grade of a high school in S city where the author teaches,as the research subjects,this paper conducted a practical study on cultivating students’ scientific thinking in biology micro course teaching for high school students using methods such as teacher interviews,questionnaire surveys,and exam score analysis.The research results are as follows:(1)Through teacher interviews,it was found that frontline teachers believe that micro lessons have positive significance in cultivating biological scientific thinking,but micro lesson design requires more time and effort,and they are less used in the teaching process.(2)After analyzing the data of the post test questionnaire of the experimental class and the control class,it is found that the scores of the students in the experimental class in the dimensions of induction and generalization,deduction and reasoning,model and modeling,critical thinking,creative thinking,are higher than those of the control class(P>0.05),and the deductive and reasoning abilities of the students in the experimental class have significantly improved compared with those before the teaching practice research(P<0.05).(3)The third monthly exam results showed that the average score of students in the experimental class was 4.95 points higher than that in the control class.The P-value in the independent sample T-test was less than 0.01,indicating a significant difference between the two classes.The good rate of the experimental class was 16.69% higher than that of the control class,and the pass rate was 10.46% higher.In summary,the micro teaching of biology for high school students is beneficial for cultivating students’ scientific thinking,enhancing learning autonomy,increasing interest in biology learning,improving teaching efficiency,and providing reference for frontline teachers to carry out relevant research.