| Under the background of the new era,new curriculum reform,new college entrance examination and other new policies come one after another,and new education also puts forward new requirements.The 2017 senior high school biology curriculum standard clearly points out the importance of concept teaching,and further improves the important position of science history in senior high school biology teaching.The essence of concept teaching is to construct concepts.If students want to construct new concepts correctly,they need to change the existing pre concepts first.The requirement of the new curriculum standard for concept learning coincides with the educational function of the history of science to "promote the construction of knowledge",which shows that it is a feasible and innovative way to use the history of Science in the teaching of biology in senior high school.Therefore,this paper aims to explore the practical way of using the strategy of the history of science to change the concept for effective teaching.In China,there are not a few researches on the teaching of the history of Biological Science in senior high school,but most of them focus on scientific exploration and scientific essence,while there are not many researchers who participate in "the educational value that the history of science can promote the construction of knowledge".In fact,domestic research has pointed out that concept change belongs to the "fundamental reconstruction" of knowledge.In addition,foreign research has always emphasized that the development mode of scientific history is parallel to the formation process of pre concept.This shows that it is feasible to use the teaching of history of science to change the concept to promote the construction of knowledge.In addition,most of the researches on conceptual change in China are focused on the exploration of pre concept,while the researches on the strategy of conceptual change are few.At home and abroad,most of the research on the strategy of concept change is also focused on "cognitive conflict","POE strategy" and concept map strategy,but little on the strategy of history of science.Therefore,based on other typical strategies,this paper tries to build a strategy of scientific history that can complete the teaching of concept change,so as to provide a new way of thinking and Practice for the front-line teachers in the teaching of scientific history and the teaching of concept change.At the same time,it can also make up for the blank status of the strategy of scientific history in the research of concept change.Based on the research of science history education and concept change at home and abroad,combined with the current research situation of biological science history and concept change in senior high school in recent ten years,this paper selects the review course of the first chapter "discovery of genetic factors" of "heredity and evolution" of biology compulsory 2 in senior high school as a research example.First,the pre concept of "discovery of genetic factors" is explored by two-stage questionnaire and interview;then,the results of the exploration are analyzed in detail,and the causes and characteristics of the pre concept are analyzed and summarized one by one according to the data results;then,based on the diagnosed pre concept and its causes and characteristics,the concept of the pre concept for different characteristics is constructed Finally,case study and experimental research are carried out in Guiyang No.1 middle school to evaluate the teaching practice effect of concept transformation by using the strategy of scientific history.The main results are as follows:(1)This paper constructs the teaching strategy of concept transformation by using the history of Science: Aiming at some pre concepts parallel to the development mode of the history of science,this paper constructs four steps of concept transformation teaching: sorting out the history of scientific development,analyzing the potential pre concepts in students' brain;presenting the history of science for development,causing cognitive conflicts;setting up problem strings,solving conflicts;correcting thinking,establishing scientific concepts Learn.In view of other preconceptions which are not consistent withthe development of science history,this paper constructs a set of problem strings to trigger students' thinking and discussion;provides background information of science history to trigger students' cognitive conflicts and expose preconceptions;summarizes and states the three steps to establish scientific concepts for conceptual change teaching.(2)It is proved that it is feasible and effective to use the history of science to change the concept.This study takes the review class of "Mendel's pea hybrid experiment(1)" as a teaching case,and makes an experimental study on the three pre concepts involved in the first class.The results show that the teaching strategy of the history of science has a certain negative effect on the construction of scientific concepts,including the overall preference for the teaching effect of concept transformation,the difference,concealment and obstinacy of pre concepts The construction effect is better than the abstract concept.In addition,it is found that students generally hold a positive attitude towards the teaching of science history.The causes of the pre concept in the discovery of genetic factors are summarized.It is found that the formation of this part of pre concept in the students' brain is more attributed to the internal factors,especially affected by the students' own cognitive level and knowledge mastery level.Although the external cause is not as influential as the internal cause,the misleading effect of teachers and teaching materials on students should not be underestimated.(3)It provides a teaching case for using the history of Biological Science in senior high school to change the concept.Based on the exploration and analysis of the pre concept of "the discovery of genetic factors",the teaching design of two class hours including the teaching fragments of this experimental research was completed.Including the teaching fragments of concept transformation of seven pre concepts through the strategy of science history constructed in this paper,which provides a specific practical case for the concept transformation in high school biology teaching.Based on the analysis of the current situation of the teaching of the historyof science,the teaching of concept change and the combination of the two,this research constructs the strategy of the history of science for concept change on the basis of the theory and practice of the above research.In addition,the strategies are applied to the actual teaching and the feasibility of implementation is evaluated,thus the following suggestions are put forward for teachers:(1)To improve the consciousness of the teaching of the history of Science:to change the teaching attitude of "the history of science is only to stimulate the interest in learning",to improve the preparation time,to accumulate the materials of the history of science,to pay attention to the relationship between the development mode of the history of science and the formation of the pre concept.(2)We should pay more attention to students' cognitive level and judge students' efficiency of scientific concept construction from the cognitive perspective.(3)We should pay attention to the influence of the pre-concept on the construction of students' concepts,and design different concept transformation strategies for different concepts,different sources,different students' ownership and different characteristics of the pre-concept.For example,the research in this article finds that the strategy of history of science is more suitable for the transformation of the definition of concepts;teachers need to choose corresponding teaching strategies for the concept transformation teaching according to different characteristics such as the stubbornness of the previous concepts.(4)It is feasible and helpful to apply science history strategy to concept change teaching in high school biology teaching. |
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