The Study On Strategies Of Using The History Of Science To Promote The Construction Of The Core Concept Of Biology In Senior High School

The New Curriculum Reform of Basic Education established the trinity of instructional objectives which were knowledge and ability, process and methods, feelings, attitudes and values. The objective of process and methods reflected that the New Curriculum paid great attention to the origin of knowledge. Ordinary High school Biology Curriculum Standard (Experimental) (hereinafter referred to as the Standard) also clearly put forward a requirement of "pay attention to learning the history of biological science" .The standard also paid a great attention to the core concept of biology. It advocated that teachers encouraged students to understand the core concepts of biology in-depth in the process of solving practical problems.This thesis had four parts and it discussed the theory and practice of using the history of science to promote construction of the core concept for senior high school biology.The introduction analyzed the importance of the history of science education on international Science Education and the records of the Standard about education of the history of science and the core concept. Based on the theories of the philosophical methodology, the scientific epistemology and the theory of Bruner's discovery learning, this study proposed that focusing on understanding of core concepts of biology should be reflected in the attention to the formation and development of core concepts, and using the history of science content was a feasible way to teach the core concepts of biology.The first chapter summarized and made statistics of the history of science information and the core concepts in compulsory modules of the PEP senior high school biology textbooks to help teachers use the history of science content to promote the teaching of core concepts better.Chapter Two was the results of questionnaire survey to teachers and students about attitudes and perceptions to "the history of science content can promote students to construct the concept of biological core". The result showed that: teachers and students took a positive affirmation attitude on the view of using the History of Science content in the core concepts teaching of biology in senior high school. They had higher expectations about this view and they were actively trying to implement it, but not enough emphasis on it. When using the history of science content in the core concepts teaching, most of the teachers and students used the history of science as a tool to improve students'interest in learning mainly. In the process of specific implementing, teachers felt that there were many difficulties and obstacles. Those were: the teaching task is too heavy and time is not enough to use it; it is not within the scope of examination; teacher lacks of understanding of the history of science; teachers lack the methods of applying the history of science,and so on. The third chapter described the strategies of using the history of science to promote construction the core concepts. This thesis believed that the primary means were like this: using the history as the background, according to the process of generation and development of the core concepts, along the footprint of scientific research, translating the process of experimental study of the scientists into the exploring process of students, teachers guide students to reconstruct the core concept by guiding students to solve a series of questions step by step, so that the students can figure out the ins and outs of the core concept, and thus to achieve a deep understanding of core concepts. Finally, it analyzed an excellent teaching case.