Analysis And Research Of History Of Biological Science In Senior High School Biology Concept Teaching

The Biological Course Standard for Regular Senior High School(2017)promulgated by the Ministry of Education requires the students to acquire the basic knowledge such as basic biological fact and concepts,etc.,advocates and encourages independently solving the practical problems,to further understand the biological concepts in this process.This indicates the disciplinary status of the biological conceptual teaching,while the history of biological science is a vivid teaching material to temper the students' creative thinking ability,cultivate the spirit of scientific exploration,and improve the core biological quality.It can enable the students to clearly know the occurrence and development process of scientific knowledge,then the teachers and the students are no longer wedded to the knowledge points themselves,but will learn the scientific knowledge with a higher starting point and wider view and construct the scientific concepts,which is of vital importance for the effective biological conceptual teaching.Thus,how to scientifically and reasonably use the history of biological science to promote the biological conceptual teaching of senior high school is a topic worth studying.On the basis of the systematic analysis of the current situation of concept teaching at home and abroad,the education of history of science and the integration of the two,this paper expounds the requirements of the curriculum standards in the field of concept teaching and the education of science history,and gives a brief account of the problems in the teaching of the first line.To better solve these problems,this research uses the content analysis method to make a systematic analysis on the content of science history in the three key modules of "molecule and cell" "inheritance and evolution" "stable state and environment" in senior high school biology,from two aspects of material type and presentation mode,and draws some conclusions that provide instructive opinions and suggestions for the front line biological teachers to make the most of resources of science history for conceptual teaching.To further understand the concrete actuality and application effect of the front line biological teachers' using science history for conceptual teaching,the research adopts the form of classroom observation with the normal class and quality class for the section of "Principle and Application of Photosynthesis" as object and the application situation of science history in each link of conceptual teaching,and association degree and achievement degree of three-dimensional objects as observation dimensions,to make a qualitative analysis respectively from three layers of content selection,course construction and object achievement,finding that the front line biological teachers have problems in treatment of conceptual teaching link,selection of science history materials and the two's integration.Corresponding countermeasures are proposed,to further improve the effectiveness of conceptual teaching.In order to make the research with more practical significance and reference value,the research also combines with the course standard requirements,teaching content,learning condition of students and the basic links of conceptual teaching,to design the class teaching examples for the class of section 2 "Structure of DNA Molecule" in chapter 3 of "Inheritance and Evolution" of Senior High School Biology of People's Education Press edition,and takes this as an example,to provide valuable reference for the front line teaching.