Research On The Design Of Biology Teaching Activities Embodying The Nature Of Science By The Method Of "H-I-R"

Cultivating students with scientific literacy is an important goal of science education,and a key component of scientific literacy is the understanding of the nature of science. It can be seen from the educational documents of many countries and regions that to help students develop the concept of the nature of science is the goal of science education.Internationally, the research on the nature of science presents a trend of diversification, and highlights two kinds of nature of scientific teaching: the explicit approach HPS and implicit inquiry approach, of which the explicit way is an effective way to carry out the teaching of the nature of science, and explain the nature of science from the scientific history, the philosophy of science, the scientific society and so on.Taking the story of the scientific research as the main line, in the multiple historical context of the philosophy of science, social science and psychology and other aspects,reappearing the course of reproduction of scientific knowledge, and following the track of scientists, at the same time, to clarify the views of nature of science with explicit and reflective activities. It is of great significance to cultivate the concept of the nature of science of students, develop biological science literacy and promote the reform of traditional middle school biology teaching.This paper aims to promote students to understand the nature of science, improve the concept of the nature of science of the students, and it is a preliminary study on the design of the biology teaching activities that embody the nature of science. This paper is divided into five parts. The first part is the introduction, which introduces the background of this study, confirms the content, significance and methods of this study,and defines the relevant concepts involved in the text; The second part is a research on related documents, which studies the content of the nature of science and the present situation of the research on the teaching methods of the nature of science; The third part is an analysis for the biology teaching embodying the nature of science. It analyzes elements can embody the nature of science in the biology teaching, puts forward the design frame of "H-I-R (historical context - inquiry - reflection)", and clears the elements and implementation process of the framework of biology teaching activities which embody the nature of science. The fourth part analyzes the elements of the biology teaching activity frame which embodies the nature of science,and puts forward the design frame of "H-I-R ". The fifth part mainly analyzes the case of classroom teaching from the point of view of the nature of science, and tries to carry out the case design of the activity. The sixth part is the summary and reflection of this study, as well as the outlook and thinking of the follow-up studies.