Analysis Of The Content Of Science History In High School Biology (People's Education Editiong) From The Perspective Of Rational Thinking

With the development of the times,the society has new requirements for the quality of talent training,and begins to attach importance to the cultivation of thinking ability.The " Biology Curriculum Standards for Senior High Schools(2017 Edition)" takes core literacy as a new curriculum goal and clear ly proposes to focus on the cultivation of students' scientific thinking.As the core of scientif ic thinking,rational thinking is the embodiment of human rational spirit in thinking.In the process of education and teaching,the cultivation of students' scientific thinking focuses on the cultivation of their rational thinking.The content of scientific history introduced in the textbook is a good carrier for cultivating students' rational thinking.The analys is of rational thinking in the history of science is of great significance for teachers to train students' rational thinking by using the history of science.Based on this,the history of science and rational thinking are the core issues of this study.First of all,In this study,by means of literature research,after sorting out a large number of documents,referring to the corresponding analysis criteria,In the analysis of the history of science,three first-level analysis dimens ions are set up: "quantity of the history of science","the organization of the history of science" and "the information presenting the history of science";in the aspect of rational thinking analys is,four first-level analysis dimensions are set up: "analytic reasoning","model construction,"mathematical methods" and "critical thinking".An analytical too l for the history of science and rational thinking in high school biology textbooks has been formed.Secondly,through the content analysis method,using the developed analysis tools,this paper focusing on the analysis and combing of the rational thinking embodied in the history of science and the history of science in the three senior high school biology compulsory textbooks,and carries out data statistics,The following conclusions:(1)From the total number of scientif ic histories,the total number of scientific history of the three textbooks is about 60.The number of scientif ic history of the three textbooks "Genetics and Evolution" is the largest,followed by the compulsory one "Molecule and Cell",the least in the history of science.Compulsory 3 "Steady State and Environment",and far less than the other two textbooks;(2)The organization of the history of science,from the perspective of the nationality of scientists and a simple description of the background of scientists,three compulsory textbooks mentioned the largest number of scientists of American nationality,followed by Germany and the United Kingdom,the number of scientists of Chinese nationality is far from that of scientists of American nationality;in addition,the description of the background of scientists in the history of science is less,and is concentrated in "genetic and genetic In the evolutionary module;(3)the materials that present the history of science information in the three compulsory textbooks can be divided into two types,one is described by only words.the other is to describe the history of science in the way of combining words and pictures,but most of them use the combination of pictures and words to present the history of science,and the pictures use the photos and experimental patterns of scientists;(4)There are four main types of rational thinking methods involved in the history of high school biology: logical reasoning,models and modeling,mathematical methods,and critical thinking.The methods of logical reasoning are the most widely used,and the analys is and comprehensive thinking methods are the most abundant in the three textbooks,while the thinking methods for mathematical models and conceptual models are less involved in the three textbooks;(5)In addition to the usual analysis,synthesis and comparison of the two rational thinking methods,in the history of compulsory "Molecular and Cellular " science,it also focuses on the cultivation of students' critical thinking and the cultivation of model building thinking ability;In the history of science and evolution,the emphasis is on the cultivation of hypothetical deduction and the rational thinking of mathematical methods;the third part of the history of science and evolution in Compulsory Three focuses on the application of analysis and synthesis.Finally,using the educational exper iment method,select the classic science history content of Compulsory One,explore the teaching method of using the history of science to cultivate students' rational thinking,and carry out the teaching design,design the teaching case,select the high school students as the teaching object to carry out the teaching practice.In the process of teaching design and teaching implementation,the following conclusions are draw n:(1)In the classroom teaching,not all scientif ic history is suitable as the main content of teaching.Teachers should select a more classic history of science and properly integrate the materials of scientif ic history to make its rational thinking more obvious;(2)teaching methods such as “role-playing method”,“story clue method” and “scientist story” can be used to organize teaching,and some reading science history can also be used to introduce materials or link up all aspects of teaching;(3)In the teaching process,teachers should be good at guiding students to conduct scientific inquiry,encourage students to think independently,analyze rationally,and train students' rigorous thinking ability.The historys of science in high school biology textbooks are rich in content,which can fully show students the process of acquiring scientif ic knowledge and the rational thinking of scientists in scientif ic inquiry,so as to use the history of science to cultivate students' rational thinking,so that students can better benefit from the history of science.