Teaching Strategies Of Developing Students' Scientific Thinking Ability By Using Life Science History Resources

Nowadays,the development and change of society put forward new requirements for the education of biological science,which pays more attention to the cultivation of students' ability.The curriculum standard of biology in senior high school(2017 Edition)clearly proposes that we should pay attention to the development of students' biological literacy and take improving students' core literacy as the purpose of education.Scientific thinking is one of the important contents of biological literacy.The content of scientific history in teaching materials is an important resource to train students' scientific thinking.It is of practical significance to use scientific history to improve students' scientific thinking ability.In order to improve students' scientific thinking ability effectively in the teaching practice of the history of science,this paper takes the teaching strategy of cultivating students' scientific thinking ability by using the history of life science as the core of the research.First,after consulting and combing a large number of documents through literature research,this paper uses content analysis to analyze the scientific history of molecule and cell published by people's education press,and classifies the scientific thinking ability from the dimensions of "induction and generalization","critical thinking","deductive reasoning","model and modeling".By fully explaining the importance of the teaching of the history of life science to the cultivation of students' scientific thinking ability,this paper draws the conclusion that we should attach importance to the history of life science to cultivate the scientific thinking ability.Then,this paper uses teaching cases to explain how to use different teaching strategies,such as building concept model teaching strategy,argumentation teaching strategy and heuristic teaching strategy.These strategies to cultivate students' scientific thinking ability,such as model and modeling,induction and generalization,deductive reasoning and critical thinking,and demonstrates the feasibility of cultivating scientific thinking ability in the teaching of science history.In order to prove that the effective use of life science history teaching can really improve students' scientific thinking ability,this paper analyzes the pre-test and the post test result of the scientific thinking ability of two classes in grade one.This paper demonstrates the effectiveness of using various teaching strategies to improve students' scientific thinking ability in the teaching of life science history.In order to improve students' ability of scientific thinking more effectively,teachers should update the educational concept in time,expand the classroom space from multiple perspectives,and form the habit of scientific evaluation.The research of this paper shows that the application of the history of life science is of great significance to the improvement of students' scientific thinking ability,and it is feasible to use a variety of teaching strategies to cultivate students' scientific thinking ability in class.Through teaching practice,it is proved that the application of the history of life science to cultivate students' scientific thinking ability is effective.Educators should pay attention to the application of the history of life science in teaching to cultivate students' scientific thinking ability.Of course,there are many deficiencies in this study,which will be improved in the future teaching research.