A Case Study Of Using History Of Biological Science To Penetrate Critical Thinking

At the end of the 20 th century,UNESCO made a statement on the world's first conference on higher education,and presented that education should focus on developing students' critical thinking.Although many countries today are advocating the development of core literacy for students,core literacy still clearly states that students need to develop critical thinking.Critical thinking is not only helpful for individuals to participate in social life well,but also necessary for the development of a nation and a country.Many teachers have realized that they need to help students develop critical thinking,but the critical thinking ability of Chinese students is still not enough.This is mainly because teachers ignore the training of students' critical thinking,and at the same time do not know how to help students develop critical thinking.Considering the educational value of the history of science and the inherent relationship between the history of science and critical thinking,in this thesis,it was attempted to use the history of science to penetrate critical thinking.By analyzing specific cases and putting forward teaching suggestions,we try to provide frontline teachers with operational teaching reference solutions to help developing students' critical thinking,thus breaking the embarrassing situation of teachers “want to do but could not do”.This research contains into two parts.The first is to carry out relevant teaching model research and teaching status survey.Based on the combination of the existing teaching models,a teaching model that was used the history of science to penetrate critical thinking was proposed.In a high school in Chengdu,7 high school biology teachers and 21 high school students were randomly selected for interviews.At the same time,classroom tracking was conducted for 23 different classes(excluding art and sports classes)in the first grade of this school,and a total of 42 lessons were tracked and recorded.Analytic results for interview and tracking found that:(1)Teachers could recognize that history of science could help students develop critical thinking,but they did not pay enough attention in practical teaching.(2)Students' critical thinking had not been fully developed.(3)Courses using modeling,inquiry and other methods could better promote the overall development of students' critical thinking.(4)Most teachers believed that one of the obstacles to using science history to penetrate critical thinking was the lack of relevant reference materials.In terms of the type of reference materials,they preferred detailed teaching cases,etc.Then the case study was conducted with the specific instructional design.The teaching cases analysis contains teaching fragment analysis and complete teaching cases analysis.A total of eight teaching fragments were put out,six of which were related to the sub-skills of critical thinking,and the other two were related to the tendency of critical thinking.In addition,three complete teaching cases were designed,and appropriate teaching methods were summarized by analyzing these typical cases.In addition to proposing new teaching models,this article also conducted a large number of related case studies,and teaching suggestions were given as following:(1)Focusing on the internal logic of knowledge.(2)Adding “the calibration” into teaching process.(3)Using teaching methods and strategies skillfully.(4)Enhancing theoretical knowledge.It is hoped that the research in this thesis can help teachers to conduct their teaching process with critical thinking better to a certain extent,and enrich the critical thinking research related to biology teaching,and promote the development of biology teaching.