Application Of Demonstrative Teaching Strategy In History Teaching Of Biological Science In Senior High School

In contemporary society,it was strived to change the teacher-centered teaching mode of knowledge imparting in science education and to advocate the cultivation of students' independent learning and scientific inquiry ability.For current biology teaching,it is a problem to consider and solve that how to make students understand scientific research ideas and methods,and realize the unified development of scientific knowledge,scientific thinking and inquiry ability while acquiring basic scientific knowledge.Demonstration is the language and core of science and the necessary premise of scientific inquiry.And the history of biological science is the wisdom crystallization of scientists' exploration of biological knowledge.It is one of the important teaching resources for learning biological knowledge,mastering scientific experiment methods and developing scientific thinking and inquiry ability for students.So in this paper it is attemped to apply the teaching strategy of argumentation in history tieaching of biological science,and explore its influence on students' knowledge,ability and thinking via presenting the relationship between the historic affairs of science through argumentation.Based on literature retrival,"flow Mosaic model of cell membrane" and "inquiry process of photosynthesis" were taken as examples to design cases based on demonstrative teaching strategies.Taking students from a certain senior shool in Chengdu as the research object,and two classes at the same level were selected as the experimental class and the control class,respectively,in order to carry out the comparison practice between the demonstrative teaching of history of science and the conventional teaching of history of science.SPSS20.0 software was used to analyze the differences of students' test scores before and after the test,and the demonstrative questionnaire survey on teaching effect of the history of biological science was conducted in the students from the experimental class,and the data of the reliability and validity of the questionnaire and the dimensions of the questionnaire were processed.Research results show that in the aspect of knowledge,there is a certain degree of improvement in the class performance of the demonstrative teaching of the history of science,which is obviously different from that of the conventional teaching,so the teaching of argumentative history of science could promote students' understanding of knowledge,grasp the origin of knowledge,clarify the relationship between knowledge points,and improve students' scores;In terms of abilitycultivation,through analyzing questionnaire data,most students believe that the history of biological science is of high value,which can effectively promote their understanding of scientific knowledge,improve their ability to analyze and extract information,question and refute,and master scientific experiment inquiry methods so the teaching of argumentative history of science could improve students' argumentation ability and scientific inquiry ability to some extent: Concerning to thinking,the teaching of argumentative history of science has a strict and clear reasoning process,which can effectively promote the development of students' scientific thinking.Finally,by reflecting on the teaching practice,It is attempted to put forward suggestions on how to carry out the classroom teaching of the history of biological science based on argumentation teaching strategy more effectively,from the aspects of teachers' own professional quality,classroom design,teaching methods and so on,and prospect for future research was put forward in this aspect.