A Practical Case Study On The Education Of History Of Biology Science To Cultivate Students' Scientific Thinking

Scientific thinking is the ultimate goal of intellectual development and the necessary condition for students to become independent learners.In addition,the ability of"scientific thinking" is particularly reflected in the biological test questions of college entrance examination.There are abundant scientific history materials in the current biology teaching materials of senior high school,which are of great value for improving students' scientific thinking.First of all,this paper analyzes the research status at home and abroad through the literature research method to clarify the value and significance of this study.Secondly,through the content analysis method,this paper analyzes and combs the content of the history of Science in the three compulsory textbooks of human education edition,and analyzes the scientific thinking methods contained in the content of the history of Science in combination with the division of the scientific thinking methods in the new curriculum standard.In order to improve the effect of scientific history in cultivating scientific thinking,four sections of scientific history were selected to supplement and perfect,namely,"the exploration process of cell respiration","the exploration process of Photosynthesis","the replication of DNA" and "the discovery of insulin".Finally,two teaching cases are designed to train students' scientific thinking by using the content of the history of science,which are applied to the classroom teaching practice.Through the measurement feedback after the teaching task,the development of the level of scientific thinking is analyzed,and the practice conclusion is drawn.At the same time,the deficiencies in the teaching practice are reflected.Further,in view of the practice process and results,the author makes a further study on the following aspects The front-line teaching staff provides suggestions.Through this study,the following conclusions are drawn:1.The teaching of the history of science improves the students' ability of scientific thinking.The practical research shows that it is feasible to improve the students'scientific thinking level by using the history of biological science.After the teaching practice of "promoting the discovery of pancreatin" and "the discovery of auxin",there are significant differences in the scientific thinking level between the experimental class and the control class.In addition,there is no significant difference between the two classes in the aspects of induction and generalization,analogical reasoning,model building and creative thinking.2.Changing the way of learning.The students in the experimental class can gradually apply the principle of experiment design to the experiment design.The experiment design is more and more rigorous,and they can actively think about and put forward hypotheses.The classroom atmosphere is more and more active,students'interaction occupies most of the time of classroom teaching,and more and more students can participate in the discussion.This research enriches the relevant theoretical system to a certain extent,complements and perfects the content of scientific history in the teaching materials.In the measurement and evaluation of scientific thinking,scientific thinking is divided into seven dimensions for evaluation,in order to provide certain reference for the front-line teachers' teaching of scientific history and evaluation of scientific thinking.