Use The History Of Life Sciences To Conduct Investigative Teaching Research

New biology curriculum standards(2017 edition)advocate science inquiry again.Students are required to master the basic idea and method of scientific inquiry,improve the practice ability,be good at cooperation,innovation.Request the teacher group to explore the characteristics of the teaching,cultivate students' innovative spirit and exploring ability.In teaching Suggestions,we should emphasize the science history and the nature of science,and teachers should make full use of the history of science to carry out teaching.The history of science as a good carrier of cultivating students' science inquiry ability,how to combine biological history and scientific inquiry and explore the effective ways and methods of teaching has become an important hot topic in the field of biology teaching.Through reviewing the literature,the development of related research about biological history teaching and inquiry teaching is relatively mature,and the status of biological history in teaching has been paid more and more attention by foreign education researchers.However,the research on the teaching of science history in China started relatively late and focused on the study of education theory from abroad.Part of first-line teachers there exist deviations in understanding of the history of biology and inquiry teaching.In the practical teaching of biology,the combination of biological history and inquiry teaching lacks effective theoretical guidance and empirical research.Therefore,it is of great theoretical value and practical significance to investigate and study the current situation of using biological history for inquiry teaching.This paper uses the literature analysis method to identify the related concepts of biological history and inquiry teaching,expatiates relevant theories,and summarizes the research status at home and abroad.Using questionnaire survey method,from the five dimensions:the history of biology teaching and biological compatibility,consistency of students' cognitive development and the development of biological history,teachers' understanding of the history,teachers' understanding of the history of biological resources and teachers' understanding of the history of biological value,to investigate the teachers' understanding and understanding of biological history and inquiry teaching.Reference to the results of the survey,inquiry teaching using biological history should follow the principles:diversity principle,authenticity principle,flexibility principle and adaptability principle and try to design viable teaching cases.Based on previous research,carried on the teaching practice,the results show that the use of biological history for inquiry teaching for the students'ability of experiment design,the students' innovative thinking and scientific method,students' science and emotional attitude is good exercise and improve function.Students are more enthusiastic about biology,and also improve their academic performance.Through this research,it shows that the biological history of inquiry-based teaching is of great significance,it can help students to master scientific research methods,understand biological concepts in historical terms,cultivate the students'creative thinking ability.The teacher's understanding of biological history only plays a role in the use and understanding of the history of the subject,not as a scientific activity to play a positive role in the combination of biological history and inquiry teaching.Inquiry teaching based on biological history has played an active role in the development of students' abilities.Further,come the teaching revelation:we can use biological history to create problem situation,explore the process and method of biological history experience,understanding the in-depth development of knowledge of biological history,carry out partial exploration using the scientific method and use biological history to integrate inquiry ability.