| China launched the eighth basic education curriculum reform in 2001.The new curriculum reform emphasizes the importance of "science education".The biology curriculum standard of compulsory education(2011)requires students to understand the viewpoints held by biologists in the research process and the ideas and methods to solve problems.Tan Yongping,director of the biology department of the people's education press,analyzed the contents of the science history of the new textbook in 2019,which also reflected the important position of the bioscience history.The important position of the bioscience history in biology is attributed to its important educational value--stimulating students' interest in learning,helping students master scientific research methods,improving students' ability of scientific inquiry,and training students' scientific thinking.However,based on the literature analysis,most of the research on the bioscience history focuses on the senior high school.What is the attitude and importance of the teachers and students in junior high school to the bioscience history? How to explain the bioscience history in junior high school can be accepted by junior high school students,in order to more effectively play the educational value of the bioscience history? The HPS teaching model and the inquiry teaching model proposed by predecessors are not applicable to all the bioscience history.How to improve the pertinence and operability of the bioscience history education?Based on the above questions and the literature survey,first,the study makes a statistical analysis of the bioscience history in the biology textbooks for junior high schools authorized by the ministry of education in 2012 and 2013,and calculates the number of bioscience history in different types,columns and grades,so as to lay a foundation for proposing relevant countermeasures for the implementation of the bioscience history education.Secondly,a questionnaire survey was conducted among junior high school biology teachers and students in different areas of Chongqing,and three biology teachers were further interviewed for the doubts,so as to have an in-depth understanding of the current situation of bioscience history education in junior high school.Finally,combined with the statistical analysis of different types of bioscience history in the textbook and the current situation investigation,the study puts forward the countermeasures for the implementation of the bioscience history education according to the problems found in the current situation investigation.This survey based in Chongqing,the China's largest municipality directly under the central government,can be divided into four different areas.There are also differences in the education situation of different areas in Chongqing,such as the edition of biology textbooks for junior high schools and whether biology of junior high schools is included in the high school entrance examination.Therefore,it has certain representativeness and can provide certain reference for the bioscience history education in junior high schools in different areas.According to the survey,most of the teachers have positive teaching attitude towards the bioscience history and can recognize the educational value of the bioscience history.And they hope to integrate the bioscience history into their daily teaching.Most of the students have a positive attitude towards the bioscience history and recognize the effects provided by bioscience history in everyday life and learning for individuals.In the difference of the gender,the grade,and whether junior high school biology included in the high school examination results,boys,junior school freshmen,and the students who junior high school biology not included in the high school entrance examination are slightly higher in learning attitude,understanding,educational value of the bioscience history.Nevertheless,there are still some problems in the bioscience history education in junior high school.First,biological science explanation way is too simple;Secondly,there are very limited ways to select the bioscience history.Thirdly,teachers' accomplishment in the bioscience history should be improved.Fourth,students need to enhance their awareness of active learning.In view of the above statistical analysis and the problems found,this study puts forward the following countermeasures for the bioscience history education: first,make a targeted explanation of the bioscience history and give full play to its educational value.Combined with five different types of bioscience history in the biology textbooks of junior high school published by the people's education edition,this study puts forward five kinds of explanation strategies.Major subject discovery--classroom introduction to stimulate interest in subject learning;Scientific research methods--learn and innovate to master scientific research methods;The course of scientific inquiry--guiding inquiry and improving the ability of scientific inquiry;Development of science and technology--digital story,arouse students great feelings;The integration of disciplines--the little teacher system,enhance students' active consciousness.Second,enrich and improve the science history in many aspects,and broaden the access to the science history.Thirdly,strengthen the study of science history in teacher education and on-the-job training.Fourthly,pay attention to the selection of different countermeasures to create a harmonious and democratic learning atmosphere.Finally,the conclusions of this study are summarized from four aspects: textbooks,teachers,students and teaching.For the textbooks,the bioscience history covers different columns and are scattered among different grades easonably,but it has few relevant records in China.It is suggested to increase the content of domestic scientific progress appropriately.For the teachers,their professional quality in the bioscience history needs to be improved urgently.It is suggested that teachers should take the initiative to learn and pay attention to the improvement of their professional quality in the bioscience history.In addition,the training content in the bioscience history should be increased in both normal education and post-service training.For the students,they have a correct attitude towards the study of the bioscience history and agree with the impact of the bioscience history,but they still lack active awareness in the study of science history.It is suggested to enrich the classroom forms and improve students' sense of participation.For the teaching,the teaching method of the bioscience history is too simple,and the educational value of the bioscience history cannot be effectively exerted.It is suggested that teachers explain the bioscience history according to different types of the bioscience history. |
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