Using The History Of Biological Science To Construct Concepts From The Perspective Of Core Literacy

"The ordinary high school biology curriculum standard" of 2017 presents the idea of a curriculum that focuses on big concepts,the content of the teaching material for biology discipline has made a further request,demand subject matter to the core concepts as the basic frame,let the students fully understand and active learning,during the construction of the core concepts of the development of biology science core literacy of students.As a carrier to record the scientists' exploration of nature and life,the history of biological science can not only reproduce the development process of scientific knowledge,but also reflect the change of scientific thinking,scientific inquiry ability and scientific spirit of scientists in the process of inquiry.It is a good teaching resource.Therefore,it is a teaching strategy worth studying to take the history of science as teaching auxiliary materials and use the history of science to develop students' core literacy in the process of concept construction.Biology textbooks for senior high schools based on the new curriculum standards have been published and will be put into use soon.Taking the new biology textbook as the analysis object,this paper mainly conducts three aspects of research :(1)sort out the relationship between the content of the history of science,the core,important and basic concepts of biology in the new high school biology textbook,so as to clarify the necessity of using the history of science for concept teaching;(2)To investigate the status quo of teachers' concept teaching by using the history of biological science in high school biology classroom,and to explore the influencing factors,the suggestions and the strategies for solving problems;(3)With the purpose of cultivating the students' core literacy,design teaching cases that make use of the history of science to construct concepts.The results show that :(1)compared with the history of science in the old edition,the history of science in the new edition is more numerous and more advanced,and almost all the core concepts have corresponding materials of history of science.(2)through the "use of the history of science in the classroom","understanding of the core concepts","understanding of the use of the history of science to teach concepts","understanding of the biology discipline core literacy" four dimensions of the questionnaire survey found that most teachers confined to use science to improve the students' interest in learning and understanding of the history of science education value is inadequate;The history of science materials used are mainly from textbooks,but there are few supplements for the history of science after class.Lack of attention to core literacy in the study of conceptual construction using the history of science.In view of the problems found in the survey,some Suggestions are put forward,such as strengthening the theoretical study,increasing the access to the history of science,extracting and refining the content of the history of science,taking the core accomplishment as the purpose of classroom design and strengthening the core concept.On the basis of consulting a large number of literature,puts forward the concept around the core accomplishment of the history of science to build teaching strategies: creating situation,inquiry-based learning,concept map strategy,determine the basic path of curriculum design: a clear concept to determine the teaching objective--the history of science screening-case design-case implementation evaluation.At the same time in the new teaching material required second chapter 3 section 1 "DNA is the genetic material of the main" design teaching case as an example,through the implementation result evaluation and analysis,found that after the above teaching strategies and implement path can better play to the history of science education value,achieve the goal of training students' biology discipline core literacy,conform to the new lesson mark teaching idea.