1. Overview of thinking ability
Thinking ability means that whenever people encounter some problems and difficulties in students, work and life, they begin to think about how to solve these problems and how to overcome them. This thinking process is thinking and thinking ability is thinking ability.
Thinking ability is not simply thinking. In the process of thinking, we need a lot of abilities to deal with the thinking problem, such as analyzing the problem first, fully understanding all the factors related to the problem, comparing the problem or solution through the comparison of abilities, and finding the best solution. In addition to the above three abilities, thinking ability also includes generalization ability, reasoning ability, judgment ability, dialectical ability and understanding ability. Thinking ability is the embodiment of a person's wisdom, which can improve people's thinking quality and learning ability, so thinking ability is very important to people.
2. Measures to cultivate students' thinking ability
2. 1 Create situations to stimulate students' creative thinking.
Biology course is a course to explore human beings, nature and other sciences. The course mainly introduces the origin and characteristics of human or other animal species. In senior high school biology curriculum, the characteristics of this curriculum structure are more obvious. If we simply treat such a science course with the teaching method of teachers teaching the course content, it is obvious that students' learning effect is low and their ability can not be cultivated and exercised. Therefore, it is necessary to introduce some practical problems in senior high school biology teaching. Senior high school students' outlook on life, values, and world outlook has been initially formed, and they also have their own simple cognition of things. Therefore, for senior high school students, learning is more about making students think for themselves and cultivating their creativity [1].
Creative thinking is a kind of thinking ability that students need to master most at present, and innovation is the unremitting driving force for development. In the process of biology teaching in senior high school, teachers often create some situations for students to stimulate their interest and emotion in learning and actively stimulate their creative thinking. For example, PEP Senior High School Biology Compulsory Course 1 Chapter 6, Section 3, talks about "cell aging and apoptosis". In the process of explaining this lesson, the teacher can show students some photos about cell aging and apoptosis, and then ask students: What will happen after cell aging and apoptosis, and induce students to think. Then jump from textbook content to life, turn abstract life passwords into vivid life cases, and guide students to think creatively.
2.2 Encourage imagination and cultivate students' divergent thinking.
Imagination ability is one of the most effective keys used by students in the process of thinking, one of the most practical tickets for innovation and an indispensable guarantee for students to cultivate their thinking ability. Whether students' thinking ability can be effectively cultivated in acquired education is the premise. Therefore, in order to cultivate students' thinking ability in high school biology teaching, we must attach importance to the role of imagination and actively guide students to use reasonable imagination to cultivate students' thinking ability in the process of learning biology.
Divergent thinking is mainly reflected in whether people adopt multiple solutions to problems, that is, whether students use the thinking mode of "multiple solutions to one question" in the process of answering questions, rather than being limited to a certain solution [2]. To achieve this goal, teachers need to encourage students to imagine rationally, scientifically and systematically in the teaching process and find more problem-solving schemes. For example, there is such a problem in the second exercise of chapter 3 of the compulsory biology course in senior high school of People's Education Press 1: There are many kinds of hydrolases in lysosomes, so why don't lysosomal membranes decompose? Try to put forward a hypothesis to explain this phenomenon. If possible, verify your hypothesis by consulting the data. Teachers can encourage students to put forward several assumptions, as long as they are considered reasonable and feasible, they can be put into class for centralized discussion. This process of students' imagination is very important and an important way to cultivate students' divergent thinking.
2.3 Comprehensive thinking, exercise students' three-dimensional thinking.
The cultivation of thinking ability cannot be achieved overnight. What is needed is to accumulate over time. What is needed is the deep accumulation in thick accumulation and thin hair, and this accumulation process comes from paving the way for students' comprehensive thinking ability. Comprehensive thinking needs a step-by-step way of thinking. From the beginning of finding the problem, put the factors related to the problem into the thinking process step by step. In this process, we need to think, understand, analyze and synthesize, and we need to think about transforming abstract factors into concrete components, so as to build a full, comprehensive, complete and concrete framework for the problem and finally find the best way to solve the problem.
Comprehensive thinking is a way to cultivate students' three-dimensional thinking ability. In the process of using comprehensive thinking, students are required to ask questions about biology, then visualize and concretize the abstract and obscure parts of the questions in their own way, and finally brainstorm and ask other students for some useful suggestions to solve the problems. For example, an exercise in the compulsory chemistry for senior high school 1 chapter 2 self-test by People's Education Press: Do amino acids in 20 really have various forms when forming peptide chains? Please explain it in an appropriate way. For example, it can be explained by appropriate metaphor, or expressed by mathematical calculation, or calculated by computer programming. In the process of solving this exercise, the teacher can guide students to consider the problem comprehensively, take into account all the situations that cause amino acids to form peptide chains, and think about the problem from the source, so as to solve the problem.
3. Conclusion
Thinking ability is an essential ability in life, and thinking ability is also the ability that students need to learn most in the learning process [3]. Not only biology courses need to be cultivated, but also other courses need to be cultivated, because thinking ability is the most useful tool for students in the process of subject learning and an important symbol of their healthy growth.