Practical Research On Cultivating Senior High School Students' Scientific Thinking By Using Biological Science History

What remains when knowledge is forgotten after several years? Through the study of high school,it is not knowledge that ends up in the students' minds.Instead,knowledge is finally transformed into scientific thinking and methods in the mind.It is used in the follow-up study and work of students,serving the precious accumulation of production and practice.The development of society is changing day by day,and the rapid development of the Internet industry has had a strong impact on the traditional education system.I remember that a lot of knowledge is no longer the object of erudition in people's mouths.It is the talents needed in this era to be able to actively acquire knowledge and skills and apply them to life production.School education plays an important role in the development of individuals.Most people spend a quarter of their life in school.The youth period is also the golden age of life.How to fully grasp the golden age of individual development to promote the development of students' scientific thinking in teaching is a problem that needs to be considered in the new social background.The history of biological science is the crystallization of the wisdom of scientists,which contains a large number of experiments and contains a wealth of scientific methods.Through the study of the history of biological sciences,students can follow the path of scientists' exploration,revisit classical experiments,use them as learning materials,conduct analytical reasoning,dialectical thinking,help to enhance learning interest in learning,and learn scientific thinking methods.,develop thinking ability.Therefore,this article takes "using the history of biological science to cultivate the scientific thinking of high school students" as the core research issue.This study firstly analyzes the connotation of the history of biological science and scientific thinking,and analyzes the relationship between the two from a theoretical level.Secondly,on the basis of this,through the reading and analysis of a large number of documents,the current situation of the application of the history of science in the teaching of high school biology at home and abroad and the related methods of cultivating scientific thinking are sorted out.Then based on the definition of scientific thinking in the new high school biology curriculum standard(2017 version),establish the main scientific thinking methods contained in the history of high school biology(comparison and induction,analysis and synthesis,deduction and reasoning,construction model method)),and analyze the scientific scientific thinking methods in the contents of the scientific history in the three high school compulsory biological textbooks,and supplement the scientific history content not covered in the textbooks by consulting the materials.Subsequently,through the interviews,the teachers of the internship school conducted a survey on the current situation of using scientific history to cultivate scientific thinking.Based on the results of the survey and the teaching strategy,the teaching design was targeted.Finally,the teaching practice of the two-semester was carried out with the high school students as the practice object.The results of practice show that it is feasible and effective to integrate the history of science into the cultivation of students' scientific thinking.According to the comparative analysis of the results of the experimental class and the control class,the use of the history of biological science can significantly enhance students' thinking ability.The use of scientific history to cultivate scientific thinking has also changed the teaching methods of teachers.From a single lecture to the provision of scientific history materials to guide students to independent analysis,teacher-student cooperation.At the same time,the way students learn has changed,and more students have begun to actively participate in the classroom and think positively.Therefore,in teaching,teachers should pay attention to the integration and application of science history materials,pay attention to accumulating scientific history materials,and deeply explore the scientific thinking methods behind them,and implement them in every aspect of teaching.Cultivate scientific thinking and truly take root.