The Strategy Research Of Cultivating Students’ Critical Thinking By Using Project-based Learning In Senior High School Biology

“The General High School Biology Curriculum Standards(2017 Edition 2020Revision)”mentions that teachers should strive to improve students’ core biology literacy,and critical thinking is also an important part of core literacy.How to improve students’ critical thinking and achieve the overall improvement of core literacy is a problem that teachers must think about.As an emerging teaching model,Project-based learning can help students critically integrate existing knowledge and apply it in practice,which is consistent with the connotation of critical thinking.Based on this research,this study attempts to develop strategies for Project-based learning to cultivate students’ critical thinking in the teaching of biology in high schools.This paper uses the literature method,questionnaire survey method and practical research method to carry out project research: first of all,through reading the literature,the specific concepts of Project-based learning and critical thinking,the current situation of research at home and abroad,and the theoretical basis are sorted out,and analyse the relationship.Secondly,the critical thinking level of the students in the senior one was measured by a questionnaire survey,and the analysis found that there was no significant difference in the critical thinking level of the students in the two classes,and the scores of each dimension were basically at a medium level.Based on the results of questionnaire surveys and teacher interviews,the author proposes specific strategies for cultivating students’ critical thinking by using Project-based learning to cultivate students’ critical thinking based on the three basic links of Project-based learning: "selecting projects","implementing projects",and "completing and displaying project results".According to the teaching strategy,the author selected the content of the 2019 Zhejiang Science Edition compulsory "Molecules and Cells" for teaching design and applied it to the high school biology classroom.The students’ critical thinking level is then assessed after the experiment is completed.It was found that both the experimental and control classes had some improvement in their scores on certain dimensions of critical thinking,while compared with the control classes,the experimental classes improved more significantly in terms of truth-seeking,wisdom and assessment level.In the end,it was concluded that the Project-based learning plan based on the teaching strategy had a better effect on improving students’ truth-seeking,wisdom and assessment level,but it did not have a significant effect on other dimensions in a short period of time.It is hoped that in the future,the number of research samples can be increased,long-term educational practices can continue to be carried out in different regions and different schools,and special biological critical thinking level test questionnaires will be formulated,and their own teaching level will be continuously improved to further verify the effectiveness of teaching strategies and provide teaching reference for other educators.