Research On HPS Teaching Pointing To The Cultivation Of The View Of Nature Of Science In Biology Teaching In Junior Middle School

With the promulgation of the edition of senior high school biology curriculum standard of 2017,under the background of the new round of high school biology curriculum reform in China,the cultivation of biology core literacy has become a hot spot in the current research of biology education in middle schools.At the same time,we should pay attention to that biology education in junior middle school.as a necessary component of science education in compulsory education stage,it is an important link to carry on science education in primary school and biology education in high school in order to improve students' science literacy and develop core accomplishment.In order to help junior middle school students to study biology and cultivate their biological science literacy and discipline core accomplishment,whether the level of the three dimensions of scientific essence promoted should be the objective of evaluation in subject learning for a junior high school student in biology.As an effective means to cultivate the students' view of nature of science,the HPS educational concept and teaching mode,which combines the history of science,the philosophy of science and the theory of sociology of science,has been widely recognized in the field of international science education.In view of the fact that HPS teaching has not been applied in junior middle school biology classroom to cultivate junior high school students' view of scientific essence,the practice of HPS teaching research pointing to the cultivation of scientific essence view in junior middle school biology teaching has been carried out.With the help of HPS teaching mode as the main teaching means,this paper examines the level change of junior middle school students' view of scientific essence by means of experimental research,and demonstrates the influence of HPS teaching mode on the cultivation of student's view of scientific essence.On the basis of defining the essence of science and the connotation of HPS education and discussing the research progress at home and abroad,with the help of Constructivist theory,humanism theory,recent development area theory and scientific revolution theory,the educational experimental scheme is designed.Setting the contrast class and the experimental class as the research object,using the experimental research method,the questionnaire method,the case study method and more education research method to carry on the experiment,basing on the educational idea of HPS,in which four kinds of teaching strategies are condensed,which are "setting up scientific inquiry situation","excavating the potential value of historical materials","opening up experimental design process" and "providing opportunities for conceptual transformation",and combining the classical teaching mode of HPS.The six links of the model are: "ask questions,draw out ideas,study history,design experiments,present scientific viewpoints and tests,summarize and evaluate".Then it designs "practice using microscope","animal cells","photosynthesis absorb carbon dioxide and release oxygen" and other HPS teaching cases.The control teaching is carried out in the first semester of grade one in junior middle school.the HPS teaching is carried out in the experimental class,and the traditional teaching mode was carried out in the control class.Combine qualitative research and quantitative research method to measure the difference of the achievement level of the view of scientific essence in the two teaching modes.Qualitative research is used to detect the situation of two classes in the process of carrying out the educational experiment with qualitative questionnaire.In the way of this conducting formative evaluation,the following results are obtained: the qualitative research results show that the experimental class has a better grasp of the types and depth of seventeen elements of the three dimensions of the concept of scientific essence.The quantitative study makes the questionnaire measure the level of students' view of scientific essence in the two classes before and after the term of teaching.The results of quantitative study showed that there was no significant difference between the experimental class and the control class before the implementation of the teaching experiment(P = 0.718 > 0.05).There was no significant improvement in the view of scientific essence of the students in the class after traditional teaching(P = 0.144 > 0.05).The students' view on the nature of science in the class was improved obviously(P < 0.05),after HPS post-teaching experiment.And the view of the nature of science in the experimental class after HPS teaching was significantly higher than that in the control class after the traditional teaching(P < 0.05).Based on the analysis of qualitative and quantitative results,it is concluded that HPS teaching in junior middle school biology class can effectively promote the level of scientific essence view of middle school students.In junior high school biology teaching,the implementation of HPS teaching mode is an effective way to cultivate the view of science essence for middle school students.HPS teaching has the advantages and innovative characteristics of science education,and it can help to cultivate students in a new era of all-round development.Besides,We will promote the modernization of education in China.In the improvement and perfection of HPS teaching,teachers should strengthen the relationship between relevant theory and practice,pay attention to the grasp and integration of classroom contents,and strengthen the application and innovation of HPS teaching mode with the help of appropriate and use effective teaching strategies.