Exploring The Scientific Thinking Methods Contained In The History Of Biological Science Of Ordinary High School

Improving students' biological core literacy comprehensively is the subjective characteristic and educational value of the biology curriculum of high school,and it is the key ability of students through the learning of biology curriculum.Scientific thinking and scientific inquiry are important aspects of cultivating key abilities.Students gain the ability to think scientifically and master the methods of scientific thinking,they can understand the essence of things in their study,work and life clearly.The continuous development of the Internet has expanded students' way of gaining knowledge.But students who have a variety of scientific knowledge do not mean that they have scientific skills.Only by training students to master various scientific thinking methods can they turn knowledge into students' thinking ability and be used for life.The history of biological sciences shows the history of the development of biological sciences,which contains a wealth of scientific thinking methods,and it is a good material for cultivating students' scientific thinking abilities.This study intends to explore the scientific thinking methods contained in the history of high school biological sciences,and provide reference for teachers to cultivate students' scientific thinking abilities effectively,and help students to improve their biological key competence comprehensively.This thesis is divided into six parts,and a preliminary study on how to explore the scientific thinking methods contained in the history of biological science of high school.The first part is the introduction.Consulting materials and reading a lot which gives a brief introduction for the background,current situation,purpose,significance and research thinking and methods of the research.The second part defines the concepts of biological science history and scientific thinking methods.It mainly introduces the characteristics of scientific thinking methods such as inductive reasoning,deductive reasoning,analogical reasoning,intuitive thinking,image thinking,critical thinking and creative thinking.Through the third part of the interview survey,the preliminary understanding of theapplication status of the history of biological science in high school biology teaching.And the problems existing in training students' scientific thinking methods and cultivating students' abilities by using the history of science are found.Although teachers of high school biology attach importance to the teaching of the history of biological sciences generally,attach importance to the cultivation of students' thinking ability.However,in the process of applying the history of science to cultivate students' thinking ability,they encountered some difficulties.For example,teachers obtain a history of science in a single way,and the level of understanding of scientific thinking methods is not enough.The fourth part is based on the history of some biological sciences.Carding and mining the process of bioscience development,Reproducing the the ideas of scientists of scientific thinking,and explaining what scientific thinking methods they used in the process of scientific discovery.Combining with the reality of biology teaching in high school,this paper makes an analysis.It mainly introduces the five scientific thinking methods of scientific induction,deductive reasoning,analogical reasoning,intuitive thinking and critical thinking in the history of some senior high school biological sciences.The use of high school biology in the history of biology.The fifth part,Putting forward teaching suggestions and combing with the teaching status of the history of biological science and the cultivation of students' scientific thinking ability.Providing a better reference for cultivating students' scientific thinking abilities.The sixth part is the research deficiency and prospects.It summarizes the research process and the results of this research,carries on and reflects on it,and puts forward the shortcomings in the research process.