Survey On The Mastery And Application Of Life Sciences History Among Normal Students

With quick progress in the current basic education reform, more and more educators emphasize the importance of the Science History Education for middle school students.As a key part of the history of science, the educational significance in the Life Sciences History has also raised extensive attentions. However, teacher quality is a critical factor to practice Life Sciences History education in middle schools. Teachers' knowledge and understanding on the Life Sciences History education would have a great influence on the teachers' educational behavior, and this in turn influence student attitudes. This highlights the importance of teachers in the required Life Sciences History education.Teachers' views are originally influenced by their education background e.g. the normal education, a necessary stage for every normal student. The scientific view of normal students will affect the effectiveness of scientific reform results and the quality of teaching in the future. The present article takes normal graduates from A Normal University and B Normal University as examples to investigate the mastery and application of Life Sciences History education in normal universities.In this article, multiple methods were used in the research, including literature research, questionnaire and interview. This paper described the background, purpose and significance of the research and introduced the development and the status quo of Life Sciences History education in the world. We also defined the relevant concepts and analyzed the educational value of the Life Sciences History. Selecting normal graduates from A Normal University and B Normal University as objects, the investigation was carried out through questionnaire and interviews. We aim to know the normal students'mastery of the Life Sciences History and the application during their graduate practice,and to evaluate the quality of Life Sciences History education in the selected normal universities to put forward suggestions for improvement.The results revealed that the mastery of Life Sciences History for most normal graduates seemed unsatisfactory and their attitudes towards this education also not positive, although they did recognize the importance of such science history education and pay attention to it in their graduate practice. The most noticeable problem in the current Life Sciences History education for normal students is the serious lacking of abilities to apply this science history views in their teaching practice. The current Life Sciences History education for normal students is inadequate and should be improved.Based on our investigation, we put forward some suggestions: efforts should be performed to improve normal colleges' attention of the Life Sciences History; normal colleges should strengthen the related course curriculum and let scientific research teachers and subject teaching teachers share the course instructor; normal colleges should also strengthen the communication and cooperation with middle schools and provide more trainee opportunities for normal students to better combine theory and practice.