Research On The Teaching Status And Coping Strategies Of The History Of Biological Science In Senior High School In Xing Yang

With the deepening of the basic education reform in China,the educational value of the biological science history has caught the attention of many educators.After the new curriculum reform in 2003,the most obvious change in the Human Education Edition biology textbook is that the content related to the history of biological science has increased significantly.The “General High School Biology Curriculum Standard(2017 Edition)” also clearly emphasizes the importance of the history of biological science.This study uses the literature method to explain the connotation of related concepts such as the history of science,the history of biological science,core literacy,and high school biology core literacy.Based on this,this study conducted by questionnaire,a total of 40 biology teachers from three high schools in Xing yang and a total of 850 students from Xing yang high school,Xing yang second high school and Xingyang Experimental High School launched a study to understand the situation of the teaching and learning of biological science history in Xing yang city.Through carrying out one-semester teaching practice,the practice is mainly focused on,(1)study the content and distribution of the history of biological science in the compulsory part of human edition biology textbooks,summarize the distribution characteristics of the history of biological science in textbooks,and according to the problems found put forward somesuggestions;(2)Research the teaching methods of the biological science history in the textbooks,and summarize several ideas for the application of the history of biological sciences in the classroom;finally,the final test scores and core literacy levels are compared and analyzed with SPSS 20.0 software,so as to test the practical effect.Results showed that:(1)Xing yang senior high school biology teachers agree with part of the educational values of the history of biological science.Most teachers are deeply influenced by traditional education concepts and still focus on the college entrance examination.They will not spend time in the history of science,which has little relevance to the exam,in class or after class,for the history of science in high-frequency test sites,it will spend some time with the students to analyze the characters,methods and conclusions,and ask students to remember.(2)Most high school students in Xing yang are more interested in the history of biological science.They mainly rely on lectures and teaching materials of classroom teachers to obtain scientific history knowledge.The attitude of the history of biological sciences is that he listens when the teacher speaks.Overall the student to the biological science cognition situation is not optimistic.(3)The reasonable and scientific integration of the content of science history in the biology class of high school can significantly improve student performance and improve students 'biological core literacy greatly;the study of the content of the history of biological science can stimulate students' interest in learning and change attitude and methods,and cultivate students' scientific thinking ability.(4)The content of the history of science in the compulsory textbooks for the new curriculum reform has more content and is distributed in various positions,such as "problem exploration","materials analysis","frontiers of science",etc;The history of science in textbooks is slightly uneven,failure history is less described,etc.(5)When preparing lessons,teachers should fully read the textbooks,teaching materials and relevant materials on the Internet to enrich their knowledge of science history,and according to the level of students' thinking ability,select a suitable amount of science history content for classroom teaching.;In the teaching process,the history of science can be used as the introduction,the classroom interspersed to adjust the atmosphere,the data of the organization of inquiry activities,the background of exercise,review as a clue to integrate the history of science into the classroom;when teaching,teachers can use different teaching methods and make full use of relevant videos,photosand other resources on the internet to make the history of science classroom more vivid and full.Based on the current research situation,in order to address the phenomenon of insufficient study of the history of science in the classroom,the following suggestions are proposed: The study of the history of biological sciences may not be in the classroom,but it can also be conducted outside the classroom,such as organizing students to display science history before class and organize related debates,Organize special lectures,etc.Teachers themselves attach importance to and guide students to collect bioscience history materials,which can not only increase students 'knowledge,but also effectively train students' ability to collect and extract information.