Research On Teaching Strategy Of History Of Science Based On Core Literacy Of Biology

The history of science includes the reproduction of classic scientific experiments and the generation process of biological theory knowledge.It is an important part of the biology classroom teaching in my country.The "General Biology Curriculum Standard" also clearly points out that high school biology teaching should pay attention to the history of science Learn.Learning the history of science is conducive to improving students' core literacy of biology,promoting students' understanding of the essence and roots of scientific research,and mastering scientific research methods.The goal of this research project is to explore how to further optimize the teaching strategy of the history of biological sciences in order to improve the core literacy of biology of high school students.The research of this subject takes students from 122 Middle School in Harbin City,Heilongjiang Province as the research object.Through questionnaire surveys,we deeply analyze the teaching status of the history of biological sciences in our school and the students' learning about the history of science.The core literacy teaching strategy of the history of science.According to the above-mentioned teaching strategy,a one-year teaching experiment was implemented.The second and fourth class of Harbin No.1-2 Middle School was the experimental class and the eighth class was the control class.The final results of the two semesters were compared with those before the implementation of the teaching strategy.A comparative analysis of the results is used to judge the effect of the teaching strategy of the history of science.The main findings are as follows:1.The results of the questionnaire survey show that most students are full of expectations for the study of the history of science,and they have the basis for conducting research on the educational strategy of the history of science,but the enthusiasm of the students still needs to be mobilized by the teacher.Judging from the current development of core literacy,most students have the correct outlook on life and values,but there is still room for improvement.And most students recognize that the study of history of science will improve their learning ability and develop core literacy.Among them,the scientific thinking is obvious,which provides a reference for the formulation of teaching strategies for the history of science.2.From the perspective of the new version of the textbook,summarize the content structure of the new version of the biological science history classroom teaching knowledge,and compare the scientific history knowledge in the 2007 version and the2019 new version of the biology textbook;from a contextualized teaching perspective,combined with effective questions,established a core-based The teaching strategy of literacy in the history of science;and it provides three teaching case materials on the history of science,"The Inquiry Process of Photosynthesis","The Discovery of Plant Auxins," and "The Replication of DNA Molecules",which provide real and effective teaching materials for subsequent teaching work.Reference Information.3.After the teaching experiment,the teaching effect is analyzed from the following three aspects: one is the difference between male and female students in science history classroom teaching;the other is the influence of science history teaching on the average scores of experimental classes and control classes;It is the influence of the history of science on the pass rate of the experimental class and the control class to judge the effect of the teaching experiment.Before the teaching experiment,take the final grades of the first year of high school as the pre-test,the final results of the first semester of the second year as the first post-test,and the results of the second semester of the second year as the second post-test.In the three assessments,male and female students in the control class and the experimental class There is no significant difference in the scores of the history of science;there is no significant difference in the pre-test scores between the experimental class and the control class,and the post-test scores of the experimental class are significantly higher than those of the control class,reflecting that the educational strategy of the history of science has a significant impact on the improvement of students' biological performance.Both have developed a two-way detailed list with core literacy as the goal,indicating that significant results have been achieved in the experiment for core literacy training.In terms of passing rate analysis,in the post-test,the passing of the experimental class and the control class were tested by chi-square test,P=0.0071<0.05,and the score of the experimental class was significantly higher than that of the control class.After a year of teaching practice,the students' comprehensive learning skills can be further developed,and the following conclusions are drawn:(1)The teaching of science history needs to change the teaching concept and mobilize the students' subjective initiative.(2)Relying on the college entrance examination evaluation system to develop students' personal abilities.The new high school exam questions are converted from direct knowledge-based question and answer to ability expansion,so problem-driven teaching strategies gradually appear in the classroom,and where the scientific materials for generating the questions are obtained,the content of the history of science is good material.(3)The teaching of history of science can firmly implement core literacy,thereby deepening the education reform of the history of science curriculum.The "National Medium and Long-term Educational Reform and Development Plan Outline" clearly pointed out that the comprehensive literacy of high school students must be comprehensively cultivated.This requires the transformation of simple knowledge transfer into student learning ability training.Therefore,more attention should be paid to the design of teaching activities in the classroom.