The Construction And Empirical Study Of The Cultivation Model Of The Essence Of Chemical Science In Senior High School On HPS Concept

In recent years,with the emergence of the new curriculum standards and the new college entrance examination,the proposal of the major concept of discipline core literacy,the development of a teaching system that cultivates students’ three dimensional thinking,three dimensional methods,and three dimensional goals,and the widespread application of teaching methods that integrate science,philosophy,and sociology in senior high school chemistry teaching,HPS education has gradually attracted the attention and attention of teachers and students.The concept of HPS(abbreviation for the history of science,philosophy of science,and sociology of science)is consistent with the values in the core literacy of chemistry.Therefore,integrating HPS education concepts into the cultivation of scientific essence is a new direction in curriculum model research.HPS education content is not only the basic knowledge and skills that students need to learn,but also the best way for students to understand chemistry from a discipline based perspective,as well as an auxiliary means for students to deeply understand conceptual theory.Guided by the theoretical foundations of Bruner’s Discovery Learning Theory,Ausubel’s Meaningful Learning Theory,Situational Teaching Theory,and Constructivist Learning Theory,this study uses the literature research method to clarify the concepts of the essence of science and HPS education,while conducting research on the current situation of the essence of science at home and abroad.On this basis,it constructs a model for cultivating the essence of chemistry science in senior high schools under the HPS concept,as well as the selection and design of HPS teaching content In terms of development and application,the cultivation model of scientific essence includes four stages: scenario simulation introduction,problem driven induction,integration of HPS teaching,and experimental design exploration.By analyzing the content and presentation of HPS education concepts in the "Periodic Table of Elements" of the People’s Education Edition,we have refined the educational objectives of the nature of science,and designed relevant teaching methods and teaching cases.In order to verify the effect of integrating HPS education content into the cultivation model of scientific essence,the method of controlled variables was used to select two groups of students for practical research.Questionnaire,interview research,statistical data analysis,and teaching practice were used to analyze the results.The conclusions were drawn,and teaching suggestions for optimizing the cultivation model of chemical scientific essence in senior high schools were proposed.The following conclusions are obtained through research: The cultivation model of integrating HPS into the concept of scientific essence is feasible;Integrating HPS education concepts into senior high school chemistry teaching can effectively promote the development of students’ scientific outlook on nature;The cultivation model of the concept of scientific essence helps to promote students’ academic performance;The cultivation model of scientific essence is helpful to stimulate students’ interest in learning and improve their learning ability.However,students’ ability and literacy to learn scientific inquiry still need to be further strengthened,and teachers’ application of the cultivation model of scientific essence needs to be further improved.