The Teaching Design And Practical Research On The Cultivation Of Scientific Thinking Guided By SOLO Classification Theory In Biology Teaching Of Senior One

SOLO(Structure of the Observed Learning Outcome)classification theory is a theory that describes the thinking structure level of learners,which can intuitively reflect the thinking state of learners and provide ideas for cultivating their scientific thinking ability.Scientific thinking is an important aspect of biological core literacy.It refers to the thinking habits and ability to respect facts and evidence,and use thinking methods such as induction and generalization to understand things and solve practical problems.Helping students to improve their scientific thinking ability in biology teaching has a profound impact on their learning of high school knowledge and solving complex problems in their future life.Based on SOLO classification theory,this study discusses how to cultivate students’ scientific thinking through high school biology teaching from both theoretical and practical levels.This paper uses a literature approach to describe concepts related to SOLO classification theory and scientific thinking in high school biology.The questionnaire method was used to investigate and analyze the current situation of students’ scientific thinking in biology and the current situation of teachers’ cultivation of students’ scientific thinking,and to compile the problems that exist.Based on SOLO classification theory,five different teaching examples of scientific thinking methods are developed: induction and generalization,modeling and modeling,deduction and reasoning,critical thinking,and creative thinking.Using the educational experiment method,the teaching cases of "photosynthesis principle","mitosis" and so on were effectively studied in S Middle School of Yuxi City,Yunnan Province,and the results of two post-tests,classroom learning performance,thinking maps,and teacher-student interviews were used to detect changes in students’ scientific thinking and to comprehensively evaluate the effectiveness of the practice.The results show that there is a strong connection between the SOLO classification theory levels and the level of scientific thinking in high school biology,with the single-point structure level to the abstract expansion level corresponding to levels I-IV of scientific thinking in biology,respectively,and applicable to scientific thinking progression.Compared with the traditional teaching,the teaching based on the SOLO classification theory can effectively improve the students ’scientific thinking level,which is mainly reflected in the strict thinking structure of the students’ answering questions,enhanced classroom thinking motivation,and good thinking development.Using SOLO classification theory for instructional design to develop different types of scientific thinking in biology,there are differences in students’ enhancement effects.Based on SOLO classification theory,the instructional design and teaching cases proposed in this study for developing students’ scientific thinking in high school biology provide a reference for subsequent research.