The Practical Research On Cultivating High School Students' Biological Scientific Thinking Based On HPS Educational Ideas

HPS is the abbreviation of "History,Philosophy of Science and Sociology of Science".The application of HPS education concept to Science education has become a hot topic in relevant research fields at home and abroad.In the corresponding teaching content of the history of biological science,this study tries to adopt the teaching strategy of infiltrating HPS education concept,and tries to help students to have a deep understanding of the nature of science and develop the quality of scientific thinking.In this study,the background,connotation and research status of HPS education at home and abroad were reviewed and sorted out.On this basis,interviews and questionnaires were conducted for front-line teachers and students to understand the teaching status quo related to research.Then,based on the HPS education concept and core biology literacy,the HPS education content involved in the new textbook is systematically analyzed.Combined with the teaching grade,the teaching content suitable for infiltrating HPS education concept was selected,and two teaching cases were designed to infiltrate HPS education concept.According to the evaluation direction of the level of scientific thinking ability and the requirements of the life test of biology in "Biology Curriculum Standards for General Senior High School" and "Chinese College Entrance Examination Evaluation System",The Solo(Structure of the Observed Learning Outcome)classification theory,all levels of scientific thinking and situational test questions were closely linked together to design the test paper for the level of scientific thinking before and after.In the process of practical research,pretest paper is used to pretest the research object to determine the initial level of scientific thinking of students in experimental class and control class.Aiming at the teaching contents related to HPS education,the experimental class and the control class respectively adopt the teaching strategy and traditional teaching strategy that permeate the HPS education concept.Finally,the post-test paper was used to conduct the post-test of the experimental class and the control class,and then the changes of scientific thinking level of the students in the experimental class and the control class were comprehensively evaluated.Through interviews with the students and teachers of the experimental class,the recognition degree of the students and teachers to the teaching strategy of permeating HPS education concept is understood.The results show that different teaching strategies for teaching practice,after that in comparative classes and experimental classes students the scientific thinking of all levels are promoted,however,the level of scientific thinking and scientific thinking level 2 as well as the overall level of scientific thinking,experimental classes improve more significantly,compared with that in comparative classes,obvious differences.From the perspective of students' academic performance,the biological academic performance of the experimental class is also slightly higher than that of the control class.It shows that the teaching strategy of cultivating students' scientific thinking by permeating HPS education concept is effective.By examining the students draw a mind map or build the model of cell membrane,found that students in the learning process,have the basic attitude of respect for the facts and evidence and advocating rigorous and pragmatic attitude,knowledge and also to be able to utilize the scientific thinking method to meet,discuss and solve practical problems and arguments related to biology.In the process of practical application,this study found that the teaching strategy incorporating HPS education concept is difficult to collect and select HPS data,difficult to mobilize students' learning initiative and difficult to grasp the schedule.In view of these problems,this paper puts forward the corresponding suggestions :(1)to include the HPS education concept into the content of teacher training;(2)Create a harmonious classroom atmosphere;(3)Establish a systematic HPS material library;(4)Encourage students to actively interact and communicate.