| The Ministry of Education has developed the "Core Literacy System for Chinese Student Development" based on the development of students,providing a basis for establishing core competencies in the field of biology.In2017,the Ministry of Education issued the "General High School Biology Curriculum Standards(2017 Edition,2020 Revision)",which listed scientific thinking as a key element of subject core literacy and biology curriculum objectives.As a knowledge construction strategy suitable for subject teaching,subject mind map is of great significance in implementing the cultivation of scientific thinking.It deeply integrates the connotation with subject knowledge structure,internal thinking,and logical thinking,emphasizing comprehension learning,which is conducive to constructing subject knowledge structure,developing systematic thinking ability,and promoting the development of scientific thinking.This paper summarized the research progress of scientific thinking,subject mind map and applied subject mind map to cultivate scientific thinking.The interview method and questionnaire survey method were used to design the teacher’s interview outline and the student’s scientific thinking ability questionnaire.The purpose of the teacher’s interview was to understand the teaching situation,feasibility and teaching content suggestions of using subject mind map to cultivate scientific thinking.The questionnaire were used to investigate students’ scientific thinking ability before and after teaching practice research.This study elucidated the connection between subject mind map and scientific thinking,using chapters 1-5 of the compulsory course "Molecules and Cells"(2019 edition)in the People’s Education Press as the teaching content,analyzed the teaching content applicable to subject mind map and the scientific thinking contained,designed models of subject mind map,proposed teaching strategies for cultivating scientific thinking using subject mind map,and designed teaching cases.Adopting the action research method to carry out teaching practices research on the students in Class 17 and Class18 of Senior One of T Middle School in C City,and explore the impact of subject mind map teaching on the cultivation of students’ scientific thinking.Finally,differences in the data from the pre and post test questionnaires on scientific thinking ability in two classes were analyzed,as well as the analysis of students’ biology exam scores.The main results are as follows:(1)The results of the teacher interviews indicated that teachers all recognize the use of subject mind maps as a knowledge construction strategy that can promote teaching and learning.They have a willingness to use subject mind map to assist biology teaching and hold a positive attitude towards the feasibility of using subject mind map to cultivate students’ scientific thinking.However,they do not have a high level of application of subject mind map.They propose suggestions for selecting teaching content from the perspective of combining knowledge and scientific thinking.(2)The pre and post test of the questionnaire showed that the post test average values of the two classes in comparison and classification,induction and deduction,analysis and synthesis,and critical thinking were higher than those in the pre-test(P<0.05);The average value of the post test for abstract and generalized dimensions was greater than that of the pre test(P>0.05).It indicates that the ability of comparison and classification,induction and deduction,analysis and synthesis,and critical thinking of students have been significantly improved,and the ability of abstract and general thinking has been improved after the application of subject mind map teaching.(3)The results of the biology exam indicated that the good rate,excellent rate,and average score of the students in the two classes before and after the teaching practice research are higher than those in the entire grade.The grade ranking of the biology scores in the final exam of Class 17 has increased from5 th to 4th,and Class 18 has ranked 3rd in both exams.In summary,applying subject mind map in high school biology teaching can help students develop scientific thinking,promote deep understanding and construction of knowledge,enhance learning autonomy,strengthen knowledge application ability,enhance learning interest,improve teaching efficiency,and provide reference for frontline teachers to carry out relevant research. |
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