Practical Research On Cultivating High School Students' Questioning Ability Based On The History Of Biological Sciences Education

"Scientific inquiry" is one of the biological key competence,and its first step is to put forward questions on the basis of observation.For now,the students' ability in asking questions still needs to be improved.The biology textbooks of high school compiled by PEP have lots of scientific history.In view of the enormous value of education in the scientific history.So a practical study on training senior high school students' question-asking ability based on the education of bio-scientific history "is the topic of this study aiming to explore the application of the education of bio-scientific history in cultivating students' ability in asking questions.This study adopts four research methods:literature research,questionnaire survey,interview investigation and quasi-experimental research.Through literature review,the related concepts are combed and defined,the current research situation at home and abroad is understood,and the questionnaires and interview outlines are compiled.In order to understand the status and influencing factors of students,ability in asking questions,this study adopts questionnaire survey and interview survey to investigate the status quo.Through the investigation,it is found that the students,ability to ask questions is not ideal,which is manifested in the following aspects:lack of critical spirit,poor habit of asking questions,quantity of questions raised but low quality,general ability of question expression;The objective factors influencing students' ability in asking questions are social and cultural background,classroom atmosphere and teaching methods;The subjective factors affecting students,questioning ability are lack of solid knowledge network,lack of questioning spirit,lack of interest in learning and questioning.Based on the previous literature research and investigation,combined with the author's teaching experience,this paper puts forward teaching strategies from four aspects.Firstly,strategies for cultivating students' interest in Learning and asking questions include that interspersing the life of scientists or interesting things of exploring in teaching,and integrating the stories of scientists into the construction of class culture.Secondly,strategies for cultivating students' questioning spirit include that guiding students to correctly understand the essence of scientific knowledge,and guiding students to feel the questioning spirit of scientists.Thirdly,strategies to guiding students to construct perfect knowledge network include that designing the teaching with the clue of scientists' inquiry course,and enhancing the students' interdisciplinary consciousness;Lastly,create the teaching situation.Apply the above teaching strategies to teaching,and carry out a three-month teaching practice study.After the end of the practical study,the changes of students' questioning ability and academic achievement were investigated.It was found that there were significant differences in questioning ability and extremely significant difference in academic achievement between the experimental class and the control class.Specific performance in the following:extremely significant differences in critical spirit dimension,significant differences in questioning habit dimension,significant differences in the quantity and quality dimension of question raising,and no significant difference in question expression dimension.The conclusions are as follows:first,the teaching strategies put forward by this study are helpful to the cultivation of students' ability to ask questions and the improvement of their academic achievements;second,in the process of applying the history of science,The material of the history of science should be carefully selected and designed with the aim of teaching.Thirdly,in the process of applying the history of science,we should constantly explore the presentation of diversity.To some extent,this study enriches the theoretical research system in this field,putting forward practical teaching strategies and teaching cases that can be used in biology teaching in senior high school,and contribute to the implementation of the basic idea of "core literacy for the purpose".Due to the limitations of the author,there are still some shortcomings in this study:lack of process evaluation,and the classification of the questions raised by students needs to be improved.It is hoped that it can be further improved in the future research.