The Research On The Present Situation Of The Implement Of Scientific History Education In The New Curriculum And Teaching Of Junior Middle School

The goal of the science education is to cultivate the citizens qualified with accomplishment of science. Many educators abroad and at home find that Scientific history education is in favor of enhancing students' scientific literacy, also it can help them comprehend scientific spirits,thoughts and approaches. However, based on the analysis of literature, it is found that previous researches at home are mainly about thoughts, such as significance and principles. There have been questions: Is there sufficient history of science in the new science textbooks of the junior middle school? How about the current situation of scientific history education in the junior middle school? Which kinds of factors influence the implement of the scientific history education? Since previous study of these questions are insufficient. This research has a further discussion of these questions, at the same time, correlative suggestions provided on the results of this research.By literature survey, firstly, this research briefly analyzes history of science of the junior middle school science curriculum standards (physics, chemistry, biology); secondly, it analyses the historical content of science textbooks (physics, chemistry, biology) from the qualitative and quantitative angles, it is hoped to provide reference and suggestions for adding history of science to science textbooks; thirdly, the author explores the current situation of scientific history education in the junior middle school, with questionnaire and interview of the teachers and students; lastly, the author draws some suggestions about how to promote scientific history education.Statistical analysis indicates that compared with the previous syllabus, the new junior middle school science curriculums standards (physics, chemistry, biology) involves more history of science, the principle of choosing the history of science in the science textbooks, as well as the requirement of teaching the history of science are not clear. And it also does not reflect obviously that scientific history education can promote students' understanding the nature of science. From an overall viewpoint, junior middle school science textbooks also have problems that student can not realize the process of the development of science and the visualization of scientist, consequently, student can not understand the nature of science well.The results show that teachers' understanding of the role of the scientific history education, and the aim to use the history of science are also limited to promoting students' non-intelligence developments. Although teaching pressure existing and heavy tasks of teaching are the most important factors to restrict the scientific history education. Meanwhile, teachers' lacking knowledge of the scientific history and cases are also important reasons to impact the scientific history education.Students support the scientific history teaching, but they still hope to learn history of science by teachers. The life story of scientists is which students are interested in most. The students hold a view that the most important role of learning the history of science is to improve their interests in learning, whereas they do not understand deeply that the history of science can promote the understanding of scientific knowledge and improving the development of science.According to the above analysis, the author draws some suggestions like that: Firstly, we should further clarify the requirements of scientific history education in the junior middle school science curriculum standards. Secondly, we should improve the compilation of history of science in the junior middle school science textbooks. Thirdly, we should strengthen scientific history teaching in science teaching. Fourthly, we should comprehensively improve the junior middle school science teachers' History of Science Literacy.