A Comparative Study On The Teaching Of The History Of Science Among Novice,Mature,and Expert Biological Teachers In High School

In September 2016,it announced the overall framework and basic connotations of Chinese students’ development core literacy.Core literacy is centered on “all-round people”and is divided into three aspects: cultural foundation,independent development,and social participation.It focuses on the comprehensive development of students’ overall quality.The history of biological sciences can enable students to learn scientific research methods along the path of scientists’ exploration,master scientific knowledge,understand the essence of science,and improve scientific literacy.This study focuses on teachers with different degrees of professional development.Through classroom observation and interviews,we analyze and analyze the history of teaching of biological sciences among different teachers,discover existing problems,and propose relevant recommendations to provide reference and reference for more middle school biology teachers in the teaching of history of science.The study found that different teachers pay different attention to the teaching of science history.In teaching,experts and teachers will conduct reasonable instructional design on the content of science history in teaching materials,and will actively acquire extracurricular history of science to assist teaching,and attach importance to the knowledge value and educational value brought about by the history of science.Mature teachers pay attention to the test sites in the examination,and do not explain too much about the test.Novice teachers are still at the teaching stage in the teaching of science history.They mainly focus on the teaching of knowledge,and they pay little attention to the teaching of history of science.There are differences in the richness of different teachers’ knowledge of science history.Experts and mature teachers have more reserves of scientific history,and can use thecontent of science history in accordance with teaching needs to achieve the purpose of teaching.Novice teachers did not actively obtain relevant content outside the textbooks,but only used existing historical materials in the teaching materials.Experts,mature and novice teachers have different teaching strategies on the history of science.Experts and mature teachers show that there are certain teaching strategies for the teaching of history of science,such as guiding exploration strategies,self-learning exploration strategies,and role-playing exploration strategies.In practical teaching,the teacher only explained the history of science in accordance with the book,and did not make good use of the historical examples already on the book,and did not give full play to the value of teaching in the history of science.Experts,mature and novice teachers have different levels of effectiveness in the use of content in the history of science.Experts and mature teachers are more effective in the use of content in the history of science.Expert teachers and mature teachers will use the history of science to trigger students’ thinking and conduct some emotional education for students.The novice teacher only uses the history of science in teaching materials and uses teaching methods to explain or students learn.Teachers lack self-thinking to guide students and do not give full play to the value of scientific history.The interviewed teachers generally paid more attention to the content of the test centers in the examinations,and the teaching of the history of science needs to be strengthened.Based on the above conclusions,the following suggestions are made for the teaching of science history:(1)Schools should carry out more open classes focusing on the teaching of science history.(2)Encourage teachers to use the content of science history,and give full play to their educational value.(3)Mature teachers and novice teachers should listen to the expert teacher’s science history class after class time,learn more about the teaching strategies of expert teachers,find out their own deficiencies,and improve themselves.(4)Teachers should strengthen the study of science history and strive to improve their biological literacy.(5)Rational use of teaching strategies in the teaching of history of science.(6)Passing the learning task of science history to students,allowing students to prepare scientific historical data,enrich students’ knowledge,and facilitate the teaching of science history in class.