The Research And Practice Of Middle School Chemistry Instructional Design Based On"Hps" Concepts

History, Philosophy and Sociology of Science (HPS) is a new kind of scientific education concept advocated by science education specialists, who are guided by the thought of constructivism. HPS teaching mode requires the incorporation of some contents from History, Philosophy and Sociology of Science into middle school science teaching, Its main advantage is to improve the students’scientific literacy comprehensively. At present, the research about HPS teaching model has focused on two aspects:First, the discussion on the meaning and value of HPS education, but all these studies are not based on systematically empirical research. Second, there are some scattered instructional designed on physics, chemistry and biology, but little systematic instructional design related to one of three subjects.According to the current study about HPS education and its teaching mode, this research aims to explore the effective value and strategies from high school chemistry teaching, where HPS teaching mode will be used. Through a complete series of middle school instructional design achievement on HPS, we want to detect their suitability and effectiveness in high school chemistry teaching. The detailed research consist of instructional design and practice research. Instructional design:We make systematic instructional design on HPS teaching model, according to the teaching content of high middle school chemistry compulsory1, the content of which involves basic conceptions, basic theories and element compounds. The essay choose Ion reactions and Ammonia as an example of HPS instructional design. Besides, we have attempted to discuss the complementary function of HPS, and summed up "HPS complementary science model". Meanwhile, we set an example on ethanol in chemistry compulsory2.Practical research:Based on the systematic instructional design, we select two class of same level from Grade1of Lanzhou No.2Middle School, to conduct contrastive teaching for a semester. We choose one of them as experimental class that use HPS teaching model, while control classes take traditional teaching patterns. At last, the value of HPS education will be verified by analyzing the two classes of midterm, final and three monthly examination result, as well as questionnaire survey.The results show that, HPS teaching model can be integrated with high school chemistry teaching content perfectly. The process has not only accomplished teaching content, enriched students’ sight, but also largely improved students’ abilities to use knowledge properly. In other words, HPS teaching mode is an excellent three-dimensional target carrier of new curriculum. In the comparison of multiple chemical performance on two classes, experimental class is better than control class, especially, there is a significant difference (P<0.05) in the second and third monthly exam. Therefore, HPS teaching model application in middle school chemistry teaching can really enhance students’academic performance, particularly for the "basic concepts and principles" and "elements compounds", which have obvious improvement. In addition, HPS complementary science model has also obtained preliminary application in chemistry teaching, but this pattern needs chemistry teacher to select appropriate teaching materials carefully, and it is suitable to explore small problems in systematic knowledge teaching. Namely, HPS complementary science model is inappropriate for prevalent teaching, so it has some limitations.