Cultivation And Practice Of Science Thoughts By Biological Science History Education In High School

With the rapid development of science and technology,people's knowledge has also changed.Schools are the main places for acquiring knowledge,but the speed of knowledge renewing in schools is far behind the speed of knowledge updating.Reasonable dating strategies in high school biology teaching and establishment of scientific thinking in high school students will useful and plays a very important role in student growth and development.Science history teaching is one of the important strategies in scientific thinking cultivation.This research focuses on the cultivation of students' scientific thinking in the teaching of biological science history in high school.It mainly focuses on the following aspects:Firstly,with help of literature index and research,together with the curriculum standards of 2017 version of the Ministry of Education,the five first-level analysis dimensions of induction and generalization,and deduction and reasoning,and model and modeling,and creative thinking,and critical thinking are clearly defined.Focus on the analysis of the history of science involved in the high school biology textbook for students education and the scientific thinking among them,and to summarize and organize them into sections,and scientific classification according to the type of scientific thinking dimension based on the analysis of different contents.Secondly,by interviewing different teachers,learn about the current situations of the history teaching of biological sciences,and the cultivation of scientific thinking.To aim at the shortcomings of cultivating scientific thinking in the teaching of biology history,and to find out the relative problems,and to propose solutions for teaching design.Thirdly,the history of " The Discovery of Growth Hormone " in the compulsory three middle schools of the People's Education Edition was selected,and trying to explore the teaching method of using science history to cultivate students' scientific thinking,as well as to carry out the teaching design based on the cultivation of scientific thinking.Designing and summarizing the advantages and disadvantages of cultivating scientific thinking through the teaching of history of science were also investigated.Fourthly,through the SPSS analysis software,the comparison of the learning results of the different students and the analysis of their results,the differences in the academic performance of the students are obtained.The scientific thinking corresponding to the topic is subdivided according to dimensions,and multi-dimensional evaluations were performed.Our results indicated that it is necessary to introduced the history of science into daily teaching process of high school biology and it is useful to develop scientific thinking of student.With the reform of biology teaching in class,the students' scientific thinking ability was significantly improved.With the updating the teacher's teaching method,it had also changed the student's learning habits.Teaching strategy suggestions in the teaching of the history of science for cultivating students' scientific thinking are proposed according our research results,i.e.,teachers should always insist on learning during the teaching process,and keep in-depth study of teaching strategies,and pay attention to the contents mining of history of science materials,so as to achieve the purpose of training students' scientific thinking and comprehensively improve students' biological core literacy.