A Practical Study On The Construction Of View Of The Nature Of Science In The Teaching Of The History Of Biological Science In Senior High School

With the deepening of the research on the view of the nature of science,the education of the view of the nature of science has been paid more and more attention.It has become an important teaching goal to promote the level of the students' view of the nature of science.In the general high school biology curriculum standard(2017 Edition),it began to suggest "pay attention to the study of the history and nature of biological science",and clearly pointed out seven contents of the view of the nature of science.The history of biological science records the development of biology,and many scholars have proved the teaching value of using the history of biological science to cultivate students' view of scientific essence.This paper explores how to use the history of biological science to cultivate students' view of scientific essence.This study uses the literature method and the previous research basis to try to interpret the content of scientific essence in the curriculum standard of senior high school biology,and extract ten factors of scientific essence,which are temporary,lasting,inference,observation,verification,creativity,subjective factors,theory,law and social culture.Based on ten factors of scientific essence,a questionnaire was designed to investigate the level of students' scientific essence.Under the guidance of relevant theories,this paper puts forward the strategy of "question" integrated into the history of biological science,and tests the effectiveness of "question" strategy in practical research to cultivate students' scientific essence.In the investigation and research,it is found that the students' other six views on the nature of science are generally good,but in the "theory and law endow the ability of scientific interpretation,but the two are not the same",the level of the views on the nature of science is relatively low,and the students have no clear understanding of the way of producing the theory and law,the difference and connection between the two,which may be the same as the teachers' understanding of the subject in the curriculum standard of biology in general high school the content of the view of learning essence is not well understood,and there is no deliberate cultivation in classroom teaching.In the practice research,the teaching practice is aimed at this view of scientific essence.Before and after the practice,the pre-test and posttest questionnaires are used to measure the level of students' view of scientific essence,and SPSS is used to analyze the collected data.The results of practical research show that after the teaching experiment,the students of the experimental class have improved the level of this scientific essence view,and there are obvious differences between the experimental class and the control class,which proves that the "problem" strategy can effectively cultivate the students' scientific essence view.Finally,the practical research proves the effectiveness of the "problem" strategy,which can be used as a reference for front-line teachers.However,the research content only includes one view of scientific essence,which can be further improved in the follow-up research.