| The goal of education is to cultivate people with sustainable development.It is not limited to knowledge itself.More importantly,it is to establish concepts,exercise thinking,cultivate abilities,and prepare for the future of students.Among them,scientific thinking is widely valued by educators and scholars from all over the world..This article aims to build a teaching strategy that uses the history of science to cultivate students' thinking through classroom teaching practice,so as to improve students' scientific thinking ability and promote the implementation of the core literacy of the subject.This topic first uses the literature reading method to consult a large number of related literatures related to the teaching of the history of science and the cultivation of biological science thinking,to understand the current education circles' interpretation and analysis of the core literacy of the biology subject and the state of research of teaching the history of biological sciences,and recognize the current front line Teachers all agree on the importance of cultivating the basic literacy of the subject,and try to prepare lessons carefully to promote the development of core literacy.However,due to the limitations of habitual thinking and their own abilities,it is difficult to break through the limitations of exam-oriented education;on the other hand,the degree of importance that educators attach to the history of science As the daily teaching continues to try to explore new teaching models for the history of science,some achievements have been made in promoting the development of scientific thinking.However,the effect is not optimistic due to the influence of various factors.Therefore,the author made it clear that the use of the history of science to train students in science The practical significance and main content of the study of thinking.Secondly,according to the curriculum standards and other materials,the concept of scientific thinking and the history of biological sciences was defined,and scientific thinking including induction and generalization,deduction and reasoning,model and modeling,critical thinking,creative thinking and other methods were established.The textbook will now be used in 2004 The experimental textbooks "Molecules and Cells","Inheritance and Evolution",and "Steady State and Environment" compulsory three books on the history of science and the scientific thinking methods contained in them are sorted out,and compared with the new textbook of the 2019 edition,the changes have been sorted out.Or add the content of the history of science.Through the questionnaire survey method,600 students in the three grades of high school and 26 first-line biology teachers from the author's unit and other schools were surveyed separately.The student questionnaires are based on three perspectives:basic information,scientific thinking ability testing,and understanding of the history of biological sciences.The teacher's questionnaire was launched from three aspects:basic information,teacher's personal understanding of scientific thinking and evaluation of students,understanding of the history of biological sciences,and teaching conditions.Based on data analysis,summarize the problems,and propose targeted teaching strategies:(1)create real situations,problem-driven learning,(2)build an inquiry scaffold to stimulate innovation,(3)develop cooperative learning,and form teamwork,(4)Construct concrete models,carry out scientific explanations and predictions,and under the guidance of this teaching strategy,review the "Mendel's Pea Hybridization Experiment(1)","DNA is the Main Genetic Material",and "DNA Replication" in the compulsory second textbook.The instructional design is made in three chapters.The instructional design focuses on analyzing facts and evidence,training students' ability to summarize and generalize,strengthen knowledge transfer,cultivate deduction and reasoning skills,guide analysis of charts,cultivate models and modeling skills,encourage questioning,cultivate criticism and Creativity.Then,with the author's unit of 2019 high school freshmen as the object,with the2004 experimental version of the compulsory second textbook "Genetics and Evolution" as the content,the experimental class and the control class were set up for a semester of teaching and practical activities using the history of science to cultivate students' scientific thinking..During and after the teaching practice,a diversified evaluation mechanism including student self-evaluation,teacher-led paper-and-pencil evaluation,experimental plan design,sample templates,interviews and other practical evaluations is adopted.The results show that whether it is self-evaluation or interview results,Or paper and pen evaluation scores,experimental plan design scores and model scores.The scientific thinking test scores of the experimental class are better than those of the control class,indicating that the use of science history is helpful to the cultivation of students' scientific thinking,and the use of science history to cultivate students' scientific thinking The teaching strategy makes the improvement of students' scientific thinking ability more significant.Finally,it is concluded that it is feasible to cultivate students' scientific thinking through the history of science,and its effectiveness is shown in:(1)The learning style of students has changed from passive to active,from "I want to learn" to "I want to learn";(2)The students' scientific thinking ability has been improved,the importance of the history of science has been increased,the awareness of active learning has been enhanced,and they can be integrated with other subject knowledge,realize the true internalization of abilities,and promote their own long-term development;(3)Teachers' teaching The way has changed.In order to ensure that the cultivation of core literacy is in place,teachers need to prepare lessons more accurately,broaden their knowledge,and impart thinking methods to students in an appropriate way.Reflecting on this research,the sample of the questionnaire survey in this research is relatively small,limited by time and grade of teaching,research content and time are limited,the diversity of the evaluation mechanism needs to be further strengthened,and more attention should be paid to process evaluation.The author proposes that teachers and students should establish an active and life-long learning consciousness,and teachers should pay attention to the excavation of the history of science and the in-depth study of teaching strategies in order to achieve the true landing of scientific thinking. |
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