A Practical Study On The History Of Biological Science Teaching Based On Scientific Literacy ——Taking The Textbook For Grade 8 Of Nine-year Compulsory Education As An Example

How to cultivate students' scientific literacy is the core of curriculum reform in China in recent years.In order to carry out the party's "moral education" requirements,the Ministry of Education put forward the scientific literacy training system.The effective cultivation of scientific literacy has become the focus of all educators.It is the task and challenge for all biology teachers to fully understand scientific literacy and reasonably cultivate students' biological science literacy.The history of biological science is the process of the birth and development of biology.Biology textbooks contain abundant contents of the history of science.Biology teachers can reproduce problem situations through the history of science,so that students can place themselves in the process of scientific inquiry in class and experience the formation process of scientific knowledge,so as to strengthen the formation of students' biological scientific literacy.Recently,most of the research on the history of biological science teaching is theory and teaching case design.After the release of biology Curriculum Standards for Ordinary Senior High Schools(Experiment),there are many studies on senior high schools,but there is still a lack of practical research on the cultivation of students' biological scientific literacy in classroom teaching based on the history of biological science in junior high schools.This study aims to explore the impact of the history of biological science teaching on students' biological science literacy.In this process,it also investigates the cognition and attitude of biology teachers on the history of science teaching,analyzes the current situation and difficulties in the implementation of the history of biological science teaching and gives suggestions.By reading authoritative literature and analyzing previous expert topics,the author summarizes the connotation of junior high school biology scientific literacy,which is mainly composed of scientific knowledge,scientific inquiry ability,scientific thinking and scientific attitude responsibility.Based on the analysis of the nature and characteristics of the history of science at home and abroad,this paper provides a basis for the integration of the history of science into the teaching process to cultivate students' biological science literacy,so as to judge the feasibility of the history of biological science teaching.Based on the theoretical basis of pedagogy and psychology,combined with literature research method,questionnaire survey method,interview method and other research methods,this study takes two parallel classes of eighth grade in a middle school in Kashgar city,Xinjiang Uygur Autonomous Region as the research object to carry out teaching practice.The author analyzed the second volume of the eighth grade textbook of the Humanities Edition,sorted out the content,presentation form and scientific literacy of the history of science,and carried out the teaching design of the history of biological science.The experimental class adopted the teaching mode of combining the history of biological science with independent inquiry learning,while the control class adopted the conventional teaching mode.The research tools are biological science knowledge test and scientific literacy questionnaire to evaluate the subjects before and after practice.Through data analysis,the practical results show that the students' biological scientific literacy has been improved in the experimental class,especially in scientific inquiry ability and scientific responsibility consciousness,indicating that the history of biological science teaching is more conducive to cultivating students' biological scientific literacy compared with conventional teaching.In conclusion,the history of biological science teaching based on scientific literacy is conducive to the implementation of compulsory education biology curriculum standards,and provides a new way for biology teachers to practice the new curriculum standards and adapt to the new curriculum reform,which has practical significance.