The Practice Research Conducted HPS Education Of Organic Chemistry Teaching In High School

HPS (History, Philosophy and Sociology of Science) is a new teaching mode relevant to history of science, philosophy of science and sociology of science, which is integrated into science curriculum in primary and secondary schools, hoping to promote students’understanding of the nature of science. In this paper, the author designs some teaching plans, taking the representative content for example, such as organic chemistry preface, carbon tetravalent theory, combustion method analysis of elemental composition, benzene, protein and nucleic acid chemistry from High School Curriculum Standard Textbook5Organic Chemistry Basis to illustrate the HPS approach, introducing chemistry history into classroom teaching mode to widen strategy, the educational goal and reflect the nature of science. What’s more, it also can explore the teaching design based on scientific methodology, enrich the form and content of teaching, broaden the view of teaching, promote teaching reflection and change our previous view of knowledge. Based on the instructional design, the author select two science classes of the same level from senior two of Qing Guang Middle School as research objects, take one class as experimental class and the other as comparative class. The experimental class uses HPS teaching mode to test on the changes of scientific literacy of students through reflective questions and questionnaires, while the comparative class uses traditional teaching patterns.The results indicate that HPS teaching mode plays distinct role in promoting students’interest in chemistry learning, and the understanding of the scientific method and the process, especially to obtaining the scientific concept. In addition, it also has a certain effect on enhancing students’understanding of the role of scientific community and individual scientists, but the result is not obvious. Thus, we can say that in order to carry out the incorporation of HPS teaching mode in chemistry teaching, we should explicitly guide students to discuss and reflect on issues related to the nature of science, which is conducive to promoting the students’understanding of the nature of science.