Practical Research On Cultivating Students' Scientific Thinking In Biology Teaching Of Senior High School Using HPS Teaching Model

HPS teaching model is a new teaching model which integrates the history of science,philosophy of science and sociology of science into the teaching process.HPS teaching model mainly includes the following six steps: demonstrating phenomena,eliciting concepts,learning history,designing experiments,displaying scientific concepts and testing experiments,summarizing and evaluating.Several researchers have proved that HPS teaching model can make students understand the nature of science more deeply and thoroughly.The state proposes that education should improve score literacy for students to meet the need of national development and curriculum reform and scientific progress.In high school biology,the core qualities include social responsibility,life concept,scientific inquiry and scientific thinking.Scientific thinking is the key part of the core competence of biology,and occupies an important position in the core competence.Since the HPS teaching model can effectively improve students' understanding of the science nature,and the improvement of students' understanding of the science nature can also promote the development of students' thinking ability.Therefore,it is necessary to study the HPS teaching model for the cultivation of students' scientific thinking.This study attempts to apply HPS teaching model in the process of biology teaching in senior high school,and to analyze whether HPS teaching model can cultivate students' scientific thinking,so as to provide a reference for cultivating students' scientific thinking in the teaching process.Therefore,this study first thoroughly understands and analyses the connotation of core literacy of biology and the basic steps of HPS teaching model through literatureresearch,and carries out teaching design in accordance with the steps.Secondly,according to the specific situation of the students in the internship school,the questionnaire on the current situation of students' scientific thinking training in senior high school biology teaching was issued in September.Through data analysis,P is greater than 0.05 in the profundity dimension,flexibility dimension,criticalness dimension,agility dimension and originality dimension of scientific thinking in the Class 3,7,8,9,which indicates that there is no significant difference in the five dimensions of profundity,flexibility,criticalness,agility and originality of students' scientific thinking in the four classes before the experiment.Similarly,the results of independent sample T-test on the results of the monthly examination in September of the four classes show that there is no significant difference in the students' academic performance among the four classes,and the four classes can be used for teaching practice.Therefore,the class 3 and Class 7 are set as the control group,while the Class 8 and Class 9 as the experimental group.The control group uses the traditional teaching model to biology teaching,and the experimental group uses the HPS teaching model to experimental teaching.The length of teaching is one semester.A questionnaire survey was conducted on students' scientific thinking level at the end of the semester.At the same time,the final results of biology in the four classes were analyzed.Finally,the experimental data are analyzed.On the one hand,the current situation of students' scientific thinking level and the level of students' scientific thinking after the experiment,and on the other hand,through the final examination results of the control group and the experimental group,the role of HPS teaching model in cultivating students' scientific thinking is verified,and the conclusion is drawn.The experimental results are as follows:(1)HPS teaching model can effectively cultivate students' scientific thinking.Compared with the traditional teaching model,it plays a more significant role in cultivating the profundity dimension,flexibility dimension and criticalness dimension of scientific thinking.The experimental data show that the control group using the traditional teaching model shows P < 0.05 in the paired samples T-test of pre-test and post-test about flexibility,originality,but no significant change in the three dimensions of profundity,criticalness and agility.The P value of the experimental group is less than 0.05 in the profundity,flexibility,criticalness,agility and originality of scientific thinking,and the average value of each post-test dimension after the experiment about experimental group is greater than that pre-test,which proves that HPS teaching model plays a significant role in promoting thedevelopment of the five dimensions of students' scientific thinking.The post-test independent sample T-test of experimental group and control group shows that the P value is less than 0.05 in three dimensions of profundity,flexibility and agility,which indicates that HPS teaching model has stronger promotion effect on students' scientific thinking than traditional teaching model in three dimensions: profundity,flexibility and agility.According to the data analysis,there is a significant difference between experimental group and control group in the final performance.The average of the control group and the experimental group is 48.30 and 54.56 respectively,which shows that the experimental group(Class 8 and Class 9)is significantly better than control group(Class 3 and Class 4).In a word,the experiment shows that HPS teaching model could make the five dimensions of students' scientific thinking develop vigorously.Compared with the traditional teaching model,HPS teaching model could effectively promote and develop the three dimensions of students' scientific thinking: profundity,flexibility and criticalness.(2)HPS teaching model can improve the scientific thinking level of boys more effectively than traditional teaching model.By the girls post-test analysis of the control group and the experimental group,it is found that the average value of post-test about the girls is larger than that of the pre-test girls in the profundity dimension,flexibility dimension,criticalness dimension,agility dimension and originality dimension of scientific thinking,which indicates that girls have a better development in profundity dimension,flexibility dimension,criticalness dimension,agility dimension and originality dimension of scientific thinking.However,the P value of the paired samples T-test of experimental group and control group is greater than 0.05,which shows that the development and cultivation effect of HPS teaching model and traditional teaching model on the five dimensions of girls' scientific thinking are close to the same.The average value of boys in experimental group is larger than that in control group in the profundity dimension,flexibility dimension,criticalness dimension,agility dimension and originality dimension of scientific thinking,which indicates that boys have developed in the profundity dimension,flexibility dimension,criticalness dimension,agility dimension and originality dimension of scientific thinking,and the median P value of paired samples T-test is less than 0.05,indicating that male students have developed in profundity dimension,flexibility dimension,criticalness dimension,agility dimension and originality dimension of scientific thinking.There are significant differences in the five dimensions of scientific thinking between the experimental group and the control group.That is to say,HPS teaching model and traditional teaching model have the same effect onthe development and cultivation of five dimensions of girls' scientific thinking.Comparing HPS teaching model with traditional teaching model,the results show that HPS teaching model can promote boys' scientific thinking in five dimensions more obviously,which shows that HPS teaching model can improve boys' scientific thinking level more effectively than traditional teaching model.