Investigation On The Current Situation And Cultivation Strategies Of Junior High School Students' Biological Scientific Thinking Under SOLO Classification Theor

In the new era,education has shifted from the pursuit of acquiring knowledge and learning skills to the pursuit of thinking development.Since 2022,scientific thinking has officially entered the newly revised biology course of compulsory education as one of the four core qualities.The research object of biology is the phenomena and laws of life activities,which are closely related to life and have complex characteristics,requiring a certain degree of scientific thinking ability to respond.However,there are still some problems in investigating the current situation of students’ scientific thinking more scientifically and effectively.After extensive reading and sorting of literature and data,it is found that SOLO classification theory points to hierarchical division of thinking level and individual understanding level,and has been applied to multiple disciplines.It is also considered as an effective evaluation tool.Some researchers have attempted to develop a scale to measure students’ thinking level in biological science.Therefore,this study is based on the SOLO classification theory to investigate the current situation of biological scientific thinking among junior high school students.This study mainly uses questionnaire and interview methods to study the current situation of biological science thinking development of junior high school students in J City T Junior High School and L City Q Junior High School.Firstly,a questionnaire and an interview outline were developed,and the questionnaire was tested to have good reliability and validity.Secondly,a survey was conducted,with a total of 435 students selected for a questionnaire survey and 8 teachers selected for interviews,focusing on understanding the current level of students’ scientific thinking level and what problems exist.The research found that students’ problems include: the quality of flexible thinking needs to be improved,mainly manifested in the lack of ability to draw inferences from one example,and the lack of flexible use of learning methods;The quality of critical thinking needs to be improved,mainly manifested by insufficient ability to dare to question and lower ability to think independently;The level of creative thinking needs to be strengthened,mainly manifested in a single way of thinking and solving problems,and a lack of knowledge transfer and application capabilities.Then,based on the existing problems and combining questionnaires,interviews,and relevant literature,we analyze the reasons for the above problems,and conclude that there are two major aspects: the impact of students’ cognitive processes,and the impact of teachers’ own factors.This study mainly uses questionnaire and interview methods to study the current situation of biological science thinking development of junior high school students in J City T Junior High School and L City Q Junior High School.Firstly,a questionnaire and an interview outline were developed,and the questionnaire was tested to have good reliability and validity.Secondly,a survey was conducted,with a total of 435 students selected for a questionnaire survey and 8 teachers selected for interviews,focusing on understanding the current level of students’ scientific thinking level and what problems exist.The research found that students’ problems include: the quality of flexible thinking needs to be improved,mainly manifested in the lack of ability to draw inferences from one example,and the lack of flexible use of learning methods;The quality of critical thinking needs to be improved,mainly manifested by insufficient ability to dare to question and lower ability to think independently;The level of creative thinking needs to be strengthened,mainly manifested in a single way of thinking and solving problems,and a lack of knowledge transfer and application capabilities.Then,based on the existing problems and combining questionnaires,interviews,and relevant literature,we analyze the reasons for the above problems,and conclude that there are two major aspects: the impact of students’ cognitive processes,and the impact of teachers’ own factors.