Practical Research On Using HPS To Cultivate Students' Critical Thinking In High School Biology Teachin

The progress of science and technology,especially the development of artificial intelligence,has changed the demand for talents in the society,and critical thinking has become an essential quality for talents in the future.People with critical thinking ability can distinguish between true and false information,and they are not superstitious or blindly follow the information.In the face of problems,they can make rational analysis and make reasonable decisions,so as to better face the challenges in study and life.In the context of exam-oriented education,most students lack critical thinking,rely on intuition and experience to make decisions,and often get into trouble.Integrating HPS into biology teaching can stimulate students’ questioning spirit,and has unique advantages in cultivating students’ critical thinking.Firstly,through literature review,this study clarified the concepts,teaching models and methods of critical thinking and HPS,as well as their shortcomings.Introduces the research status and theoretical basis of both.Secondly,through the questionnaire survey to understand the critical thinking level of students,the results show that students’critical thinking tendency and skills are in the lower middle level.Thirdly,the content selection criteria of HPS are discussed,which are divided into four parts,According to the standards,the contents of HPS in the high school biology textbooks were screened,with a total of 86.Finally,according to the different contents of HPS in the textbook,on the basis of referring to the previous teaching mode and method,combined with the actual situation,three teaching processes are constructed,namely,inquiry-based HPS teaching,problem-based HPS teaching,theme-based HPS teaching.The corresponding teaching cases are also presented.Through the investigation of students’ critical thinking level and the selection of HPS content in the textbook,two classes in the first grade of senior one with no significant difference in critical thinking level and academic performance were selected to carry out a three-month empirical study.The experimental class adopted three kinds of HPS teaching,while the control class adopted conventional teaching.Through the practice,according to the analysis of questionnaire and classroom observation,the following conclusions are drawn:①HPS teaching can significantly improve students’questioning spirit and question raising ability;② HPS teaching can promote critical thinking tendency,but can’t improve critical thinking skills;③ HPS teaching has no negative effect on students’ academic performance.This paper selects the HPS content in the compulsory biology textbook of PEP and designs three kinds of HPS teaching procedures.The practical research proves that the HPS teaching procedures are feasible,which provides reference and reference for middle school front-line teachers to carry out HPS teaching and cultivate students’critical thinking.