Application Research Of HPS Teaching Strategy In High School Biology Teaching Design

According to the history of modern scientific development,biology is a relatively young discipline,but its development speed is rapid and its scope of influence is broad.Countries attach great importance to the development of the biology department.Many scientists believe that the next productivity revolution in human society will be triggered by biology.HPS(Science History,Philosophy of Science,Sociology of Science)is one of the scientific and powerful educational concepts developed and developed under this kind of reality.The concept of HPS is conceptualized and translated into HPS teaching strategies.In the teaching process,the students' scientific literacy is strengthened in the subtle.Special emphasis on subject thinking should be more important than subject knowledge,establish students' correct knowledge values,and realize that knowledge is more of a tool and carrier of thinking.The three theoretical dimensions of HPS teaching strategy pay attention to the three-dimensional development of students in the actual science and technology learning,which is different from the single-line teaching mode in traditional science education that only pays attention to knowledge accumulation.The thesis takes two classes in the second grade of Yan'an Middle School in Shaanxi Province as the research object.The knowledge related to HPS teaching in the compulsory module of the PEP is taken as the main content of the research,and the feasibility of HPS teaching strategy in high school biology teaching is carried out.In the preliminary study,the experiment set the control group and the experimental group.The experimental group used the HPS teaching strategy for teaching.The control group used the traditional teaching mode.The questionnaire survey was used as the evaluation method,indicating that the two groups of students had a clear distinction between the mastery of scientific knowledge.Degree,the experimental class students have a relatively high level of interest and understanding in the history of science,scientific cognition and scientific methods,and the experimental class is relatively weak.By presenting the HPS teaching strategy as the carrier of teaching design,the classroom teaching is carried out on the experimental class and the control class.The conclusions are as follows:(1)The biological teaching goal in teaching design should focus on the HPS teaching concept,and the teaching process should follow the HPS teaching mode.General steps: introducing,deriving concepts,learning the history of science,in-depth analysis,building models,teaching evaluation and reflection.Before the class,students will collect and sort out the history of science.In the course,they will guide students to cooperate and explore by setting up questions.After implementing the HPS teaching strategy,it was found that students can independently read the scientific history related materials outside the classroom.(2)The HPS teaching strategy needs to be tailored to the curriculum.The author makes the students design experiments when making the “flowing mosaic model of biofilm”,helping students to experience the process of scientific knowledge generation,training students' scientific thinking,and discovering students' knowledge after practice.Mastering the position,focusing on the training of methods and thinking,and deeply understanding the biological view that structural functions are unified.(3)After the implementation of the classroom,it is found that the HPS teaching strategy has higher requirements for teachers.Teachers should select materials according to experience.Before class,they should pay attention to the collection of scientific historical facts,organize teaching in the class,carefully plan each teaching hub,and set representative.The problem,the focus will be on critical thinking and analytical issues,but also the planning time,so as not to affect the progress of the content.Teachers are required to continue to learn and enrich themselves in the course of teaching,and to develop the depth and breadth of their knowledge.Although biology has a short history of development,its history of discipline development is rich and diverse,the discipline of thinking is profound and rational,and the social influence of disciplines is enormous.These cannot be ignored in the actual teaching process.This thesis is based on the original intention of this research,and provides more theoretical direction and value for the HPS teaching strategy to play its corresponding role in biology teaching.In the actual biology education and teaching,students should pay attention to the combing of the history of biology,the cultivation of biological thinking,the social role of biology and the penetration of influence.The key content of high school biology teaching is placed on cultivating students' interest,research ability and scientific literacy.