HPS Teaching Model Promotes High School Students Empirical Research On Deep Learning In Biology

HPS(History of science,Philosophy of Science,Sociology of Science)is a scientific education paradigm formed by integrating the history of science,philosophy of science and sociology of science with the purpose of helping students understanding the nature of science.The teaching mode includes six steps,which are phenomena demonstration,opinions drawing,history learning,experiments design,scientific concepts presentation and experimental tests and the final summary and evaluation.” At present,the research on high school biology teaching based on the HPS concept is mainly reflected in promoting the development of students' core literacy and understanding the nature of science.The research on the HPS teaching mode is mainly for teaching design.The research shows that HPS model has a significant role in promoting students' understanding of the nature of science and developing the core literacy of the subject,however,the research on integrating the HPS teaching model into biology teaching in senor high school to promote students' in-depth learning is still relatively lacking.Based on the new curriculum standards for high school biology,this research uses the HPS teaching model to demonstrate the effect of this model on the deep learning of biology for high school students through teaching practice,providing practical reference for front-line teachers' classroom teaching.Firstly,the questionnaire survey method is adopted to study the deep learning level of high school students and their understanding and attitudes towards HPS.Also this method is used to investigate the high school biology teachers' understanding of HPS and the application of HPS teaching mode.The results show that the students' deep learning level ranges form 2.897 to3.287,and the overall level is low;most of the teachers and students recognize the value of HPS model,but many of the students are immature in critical thinking and dialectical thinking,and their understanding of the relationship between science and society is not enough;many of the teachers have relatively little understanding of the systematic HPS teaching mode.What's more,the application of this model in their actual teaching is not fine,and they think that teaching resources related to HPS are difficult to obtain and widely implemented.Secondly,according to the new curriculum standard,using the textbook analysis method,the author analyzes the Compulsory Volume 1 and 3 of the senior high school biology in the human education version,selects certain content from them,carries out the teaching design of the HPS mode,and carries out practical teaching in the experimental class.Also the writer adopts the same method before and after practice to test students' deep learning level and learning effect.The results show that there was no significant difference in the deep learning level and biological performance of the students in the experimental class(using the HPS teaching mode)and the control class(using the conventional teaching)before the practice;after the practice,the students in the experimental class are significantly better than those in the control class in critical thinking,innovative thinking,emotional domains,and biology scores,and the students in the experimental class are significantly higher in deep learning and biology scores than before the practice.Finally,based on the HPS teaching model,relevant teaching suggestions for promoting students' in-depth learning are put forward: based on core literacy,clarify teaching goals;analyze textbooks,collect data,take the logic seriously;get close to the students to grasp their learning situation;create real teaching situations;make sure problems are coherent and logic is in-depth;follow social development closely,and update teaching resources.To sum up,it is feasible to apply the HPS teaching mode in high school biology teaching,and the use of the HPS teaching mode can improve the students' in-depth learning level and learning effect.