Research On The Teaching Practice Of "History Of Science-Demonstration" In Senior Middle School Biology

At one time,people believed that the goal of science education was to impart scientific knowledge to students,and these "scientific knowledge" is an everlasting truth and a true reflection of the objective world.However,with the development of curriculum reform and international science education research,it is clear that this goal of science education has been eliminated.In current science education,more and more attention is paid to students' understanding of the nature of science,cultivating students with certain scientific literacy has become the core goal of science education.Based on this,"demonstration" as an indispensable process in the process of scientific research has attracted the attention of researchers at home and abroad,and "demonstration ability" is also considered as one of the important abilities of scientific literacy.The standard of high school biology curriculum(2017 version)in our country mentioned in the teaching proposal that "the scientific work adopts an empirical paradigm",indicating that the teaching of biology should focus on the cultivation of students' demonstrative ability.High school biology textbooks contain the rich content of history of science,presenting the entire process of biological knowledge generation and scientist exploration,which is helpful for students to understand the nature of science,learn the ideas and methods of scientific research,and understand the persistence and even self-sacrifice of scientists.So,the history of science is an excellent material for demonstration teaching.Therefore,this article studies how to implement the argumentation teaching in the content of the history of high school biological science to improve the students 'argumentation ability,thereby enhancing the students' scientific literacy.The study includes the following contents:Firstly,the relevant background and research status of demonstration teaching and history of science teaching were sorted out through reading literature.On the basis,the concepts of "demonstration","history of biological science" and "demonstration teaching" were defined in combination with the characteristics of the study.Secondly,through the questionnaire survey method,the paper analyzed the current situation of demonstration teaching in biology class by front-line biology teachers.Thirdly,it discussed the significance of demonstration teaching in biology class,and selected the history of science as the teaching content,analyzed the feasibility of demonstration teaching in the history of science,based on which it constructed the teaching model of "history of science-demonstration",and designs the teaching case of "history of science-demonstration" taking "nucleus-control center of system" and "fluid mosaic model of biomembrane" as examples.Fourth,through the method of practical research,two classes with equivalent levels in various aspects were selected and set as an experimental class and a comparison class,and "history of science-demonstration teaching" and "routine teaching of history of science" were carried out.SPSS22.0 was used to analyze the students' biological achievements and demonstration ability in the experimental class and comparison class,and suggestions were put forward for the implementation of demonstration teaching through the summary and reflection of teaching practice.Finally,on the basis of summarizing and reflecting on the research process,the author pointed out the shortcomings of the research,hoping to improve in the future research.The following conclusions are drawn through the study:? Through the analysis of the implementation status of demonstration teaching in senior high school biology teaching,it is concluded that demonstration teaching has not been popularized in the current front-line biology teaching,mainly because biology teachers have little knowledge of relevant theoretical knowledge of demonstration teaching and teachers'weak demonstration consciousness;(2)Through the practical research on the history of science-demonstration teaching,it is concluded that the implementation of demonstration teaching in a short period of time by using the history of science has no obvious'influence on students' biological achievements,but it can improve students'demonstration ability,especially their ability to "put forward opinions".