Study On The Influence Of HPS Model On Students' View Of Scientific Nature In Biology Teaching In Senior High School

It is the consensus of the current international education research to develop students' core literacy,and the nature of science is one of the core connotations of core literacy.Mastering the nature of science not only helps students to deeply understand and apply scientific knowledge,grasp scientific methods,form scientific spirit and scientific attitude,but also enhance students' ability to participate in social decision-making and change their learning style.How to promote students' understanding of the nature of science is one of the focus topics of the current international science curriculum education reform.Teaching of the history of science is often used at home and abroad to enhance students' understanding of the nature of science,and practical research has confirmed that "through the integration of the history of science can effectively promote students' understanding of the nature of science." This study attempts to use HPS(science history,philosophy of science and sociology of science)teaching mode in high school biology teaching to enhance students' understanding of the nature of science,and explore the influence of this model on students' science essence in senior high school biology teaching.The Student Science Essentials Scale used in this study used the measurement indicators of the scientific nature of middle school students developed by Professor Liu Jianzhi,Ph.D.of pedagogy,major in curriculum and teaching theory.This paper adopts the literature research method to comprehensively grasp the background of scientific essence,the research status at home and abroad,related concepts and related theories of HPS teaching mode.Using SPSS software to analyze students' incipient scientific essence and biological scores,two classes with scientific essence and biological achievement level were selected as experimental subjects,one class was the control class and the other class was the experimental class.Through the questionnaire survey(the scientific nature of the questionnaire test is the pre-test of the students' incipient scientific essence),the present situation of the high school students' scientific nature view and the cognitive status of the scientific history and the philosophy and the sociology are grasped.The approach and strategy of using HPS teaching mode in biology teaching of high school are put forward.Using the experimental research method,a high school in Guiyang to carry out the practice teaching,the control class was used in conventional teaching,and the experimental class was taught in HPS mode.One semester of teaching practice was carried out by experimental research,and the effects of HPS teaching mode and routine teaching on students' view of science essence and biological effects were compared.The research results show that the tactics of scientific essential reflection,playing the role of scientists and learning the history of science under the HPS teaching mode are helpful to enhance students' understanding of the nature of science.HPS teaching mode can effectively promote students' understanding of the nature of science,including students' understanding of the essence of scientific exploration and the nature of scientific career,which is embodied in the students' understanding of repeatability,positivism and creativity.Non-fixty,science and technology,and the identity of scientists and other factors have significantly improved.The HPS teaching model is helpful to improve the students' biological effect.Furthermore,on the basis of practical teaching,this author puts forward suggestions for high school biology teaching to effectively promote students' understanding of the nature of science,summarize the shortcomings and propose a prospect.