Mode Of The History Of Science Education In High School Biology Research

Along with the basic educational transition from exam-oriented education toquality-oriented education, how to improve the students' scientific quality, how tostrengthen humanistic quality, how to develop emotional intelligence quotient inscience teaching, has undoubtedly become the topic which society paid attention to inthe recent years. The education of life science is regarded as an important link in theeducation of science of science, There are unmatched conditions and advantage inmoulding the talents with overall qualities .Our country has carried on the fruitfulreform and the exploration in this aspect: On one hand it reflects that course modulesets up the history of science with abundant , various informative content;On theother hand which reflects in the biological course standard and concrete formulationwith standard content too, have stressed position and value of the history of scienceeducationThe traditional classroom teaching too takes the scientific knowledge and thescientific method instruction, but neglects the inquiry of the scientific concept, thescientific theory;it has not been given due attention to the students, creativityconsciousness and the emotional development for a long time. negative impactsbodies that students can not use historical perspective and inquiry ways of thinking tounderstand the nature of science, students, non-intelligence factor the outlook on lifeand the values have been greatly suppressed and distorted, it runs counter with thecurrent implementation of the purposes of science education. The high school biologycurriculum reforms seeps the science history education, which has brought thebeneficial enlightenment for our current educational reforms.The paper is based on traditional classroom teaching deficiencies and biologicalscientific history education research at home and abroad, adopting literature analysis,case studies, teaching experiments, questionnaires, interviews and other types ofeducation research on biological methods of the scientific history education intheoretical and practical issues in-depth study, and builds the scientific teaching modeof inspire-inquiry ,and carries on the positive teaching exploration. Paper,s ideas andframeworks as followsPart one The author introduces the current study situation of scientific historyeducation both at home and abroad, and looks back our country,s situation ofeducation of scientific history education under the circumstances in the newbackground of courses reforms , pointing out a great deal of problems anddeficiencies existing at present. This is starting point and foothold of this research,and is also practice value and meaning of launching this research .Part two The author define the definition and connotation of the biologicalscience history,biological science history education,scientific quality. We think :Accurate assurance and thorough understanding to three science concepts describedabove will facilitate teacher's permeating the education of biological history ofscience in the biological classroom instruction in the future more conscientiously ,more effectivelyPart three Thorough consulting the contemporary theory about educationalpsychology, we draw the meaningful nutrition among them, having highly in theoryproved feasibility and necessity of launching scientific history educationPart four The author introduced a kind of quite popular modes in the teachingof foreign history of science at first ---HPS teaching mode and made scientificappraisal on this mode, pointed out its advantage and slip's place. In view of this, theauthor constructs a new kind of teaching modes according to the experience andknowing of aforesaid relevant theories -"inspire-inquiry" teaching mode of biologicalhistory of science;defines it and basically make up key element and connotation intime;introduces the teaching program of this mode and corresponding teaching tacticsone by onePart five As the theoretical direction of the teaching mode , the author designsthree concrete teaching cases, and tries to use the appropriate appraisal method(forming appraisal of knowledge and ability , investigation and student's interviewthat emotion experience, teacher's interview), appraise mode this introduce biologicalclassroom instruction grasp scientific method , train thinking ability of creating , trainstudent's study emotion result .Part six Further introspection and conclusion: The introspection of the thesissummarizes research contents of the full text partly, and analyzes the profoundquestion met in teaching, expect, giving play to it should be valuable effective amongteaching practice in the future. The conclusion that this thesis obtains is as follows:Current person -teaching editions of living beings compulsory teaching materialcontains the abundant resources of history of science, learning to check ambienceindicate: students are very interested in content of history of science in teachingmaterial, and hope teachers can change outmoded mode of person –who-tell-a -storyin the past, hope the content can become intelligence of inspiration, train paradise ofemotion.Inspire -inquiry teaching mode of biological history of science of the probinginto type facilitates improving grasping and understanding to scientific method ofmidstream and downstream student, and help them to form certain scientific methodability finallyInspire -inquiry teaching mode of biological history of science contributes totrain inquiry ability of midstream and downstream studentsInspire -inquiry teaching mode of biological history of science facilitates totrain students' patriotism , collectivism spirit , practical scientific attitude and lovescience, it is not the intelligence factor to dare to pursue spirit of the truth ,etc.