Research On The Application Of Thematic Teaching Model In Senior High School Biology Teaching

The promulgation of the "Core Literacy of Chinese Students" and "Biology Curriculum Standards for General High Schools(2017 Edition)" inspired teachers to use situations wisely and pay attention to the cultivation of students’ scientific thinking ability and problem-solving ability.Thematic teaching is a teaching mode that takes the theme as the core,integrates knowledge horizontally or vertically in real situations,promotes students’ active transfer of knowledge in teaching,develops core literacy,and carries out research on the application of thematic teaching mode in high school biology teaching.This research is mainly divided into theoretical research and practical research:1.Theoretical research: Through literature research,the paper defines the core concepts related to thematic teaching,summarizes the theoretical basis of the research,constructs the thematic teaching model and theme selection system based on scientific thinking,and propose teaching implementation strategies.Based on the analysis of the theme resources of the textbook,taking the compulsory high school biology second "Genetics and Evolution" of the newcomer teaching version as an example,the design of the teaching plan was completed,and a series of teaching measurement tools such as scientific thinking ability,problem-solving ability scale and classroom observation record table were completed in combination with the research objectives.2.Practical research: The author took two parallel classes in Grade one of a middle school in Nanchang as experimental objects and carried out a control teaching experiment for 4 months to explore the influence of thematic teaching on students’ scientific thinking ability,problem solving ability,classroom participation and biological academic performance.The specific research results are as follows:(1)Scientific thinking ability:(1)After practice,the average score of the experimental class was 71.37,and the control class was 68.74,and the independent sample T-test results showed that the scientific thinking ability of the experimental class was significantly higher than that of the control class(P=0.041<0.05).There were significant differences in the four dimensions of induction and generalization,deduction and reasoning,critical thinking,model and modeling between the two classes,while there were no significant differences in creative thinking.(2)The ability of scientific thinking in post-test was significantly higher than that in pre-test(P=0.004 <0.05).(3)In terms of the score of scientific thinking in post-test of academic examination,the score of scientific thinking related questions in experimental class was significantly higher than that in control class(P=0.047 < 0.05).(2)Problem-solving ability:(1)After practice,the average score of the experimental class was 71.06,and that of the control class was 68.41.Independent sample T-test analysis showed that the problem-solving ability of the experimental class was significantly higher than that of the control class(P=0.044 < 0.05).(2)The problemsolving ability of post-test was significantly higher than that of pre-test(P=0.003 <0.05).(3)Classroom performance: Through observation,the class status and classroom atmosphere of the experimental class gradually improved in the process of practice.In the course of practice,the average score of classroom participation of the experimental class showed an increasing trend.(4)Biological academic performance: the experimental class had significantly higher post-examination test scores than those of the control class(P=0.021 <0.05).The results show that the Thematic teaching model based on scientific thinking can effectively promote the overall development of students’ scientific thinking,improve students’ problem-solving ability,enhance students’ classroom participation and biological academic performance.