Practical Research On Cultivating Students' Scientific Thinking By Using The History Of Biological Science ——Take The Compulsory High School Biology 1 Molecules And Cells Of The People's Education Edition As An Example

As a kind of higher-order thinking,scientific thinking is an important part of the core literacy of biology,a necessary requisite for cultivating innovative talents in the society,and plays a vital role in the life-long development of students.The history of biological sciences not only presents the process of scientific knowledge exploration,but also shows the thinking methods used by scientists,which is a good material for cultivating students' scientific thinking.Therefore,this article used the history of biological science to cultivate students' scientific thinking to carry out research.The following results were obtained:1.By reviewing the literature and materials to sort out the research background and current situation at home and abroad on the history of biological science,scientific thinking,and the development of scientific thinking in the history of science,it was founded that limited by practical factors such as biology class hours and examination system,there are many problems to use the history of science to cultivate scientific thinking.It is particularly important to be familiar with the current research status and improve the evaluation method.On this basis,combined with the research content,the concepts of "History of biological science" and "Scientific thinking" were defined.2.Taking H city as an example,through a questionnaire survey of teachers and students' cognition of the history of science,scientific thinking and the cultivation of scientific thinking by using the history of science,the following problems were founded:(1)Students have a strong interest in the history of biological sciences,but focus on scientific stories and spirits,and pay less attention on the thinking methods behind scientists;(2)Students expect teachers to change the conventional way to teaching the history of science;(3)Students' current scientific thinking is rigid and weak;(4)Some teachers have insufficient knowledge of the history of science and scientific thinking;(5)There are many difficulties for teachers to use the history of science to cultivate students' scientific thinking due to the limitation of class hours and teachers' professional quality.3.According to the General High School Biology Curriculum Standard(2017Edition),the content of the history of science in Molecules and Cells was sorted out,and the thinking methods contained in it were analyzed.Based on the content sorting and current situation survey feedback,five teaching strategies for the history of science were put forward focusing on the cultivation of students' thinking ability:(1)Splitting and integrating historical materials,cultivating inductive and general thinking;(2)Reviewing classic experiments and cultivating deductive and reasoning thinking;(3)Encouraging independent construct,cultivating model and modeling thinking;(4)Triggering cognitive conflicts,cultivating critical thinking;(5)Attaching importance to inquiry activities,cultivating creative thinking.On this basis,the teaching case was designed according to the specific content of the history of science combined with the appropriate strategies.4.Through teaching practice,the development of students' thinking ability in the control class and the experimental class was analyzed from three aspects: students' scientific thinking post-test scores,final grades in Biology,and the evaluation of students' scientific thinking classroom performance.The conclusions are as follows:(1)Compared with the control class,the average score of the experimental class students' scientific thinking post-test scores increased by 6.0%,and the experimental class students in the three dimensions of induction and generalization,deduction and reasoning,and critical thinking were significantly higher than the average score of the control class students.The increase ranges were respectively11.8%,17.1%,and11.7%.Further analysis founded that there were also significant differences in students' scientific thinking level 1,2 and 4.However,under the influence of teaching time and content,there was no significant difference in the levels of modeling and modeling,creative thinking and scientific thinking among students.(2)The final grade of biology in the experimental class was 6.0% higher than that in the control class.(3)The teachers of the biology teaching and research group of a middle school in H city were invited to evaluate the thinking performance of middle school students in the classroom,and it was founded that the students in the experimental class could flexibly use various scientific thinking methods.It shows that the use of the history of biological science can promote the cultivation of students' scientific thinking to a certain extent.This research enriches the theoretical system of the history of science and scientific thinking research to a certain extent,and proposes teaching strategies for the history of science that points to the cultivation of scientific thinking.It is expected to provide reference for middle school biology teachers in cultivating students' scientific thinking and evaluation by using the history of science.