Cultivation Of High School Chemical Science Thinking Based On HPS Education Concept

The HPS(History,Philosophy,Sociology)educational philosophy is widely used in the world of education and includes three components:the history of science,the philosophy of science and the sociology of science.The content of the HPS highlights the need to develop a way of thinking and a way of thinking in chemistry,both of which are highly relevant to the subject.This study therefore attempts to explore the impact of the HPS educational philosophy on students’ scientific thinking skills through teaching practice.This study contains the following components:The first part,overview of the study.The background of the study is clarified according to the current educational reform requirements and students’ learning needs;the current state of research on the HPS educational concept and scientific thinking is reviewed,and the purpose,significance,content and methodology of the study are clarified.In the second part,the concepts are defined and theoretically based.The core concepts involved in the study are defined as "HPS educational philosophy" and "scientific thinking",and the theoretical foundations of the study are introduced and analysed.The third part is the analysis of the current situation and the construction of the model.Through questionnaires and other forms,we investigated the current situation of scientific thinking in a general high school in Yuncheng City,and found that students were interested in the teaching of HPS content,but they did not approve of the teaching methods of teachers,and teachers had difficulties in developing scientific thinking.Based on the problems and combining the characteristics of the HPS educational philosophy,teaching principles and teaching strategies were proposed,and a model diagram for developing students’ scientific thinking based on the HPS educational philosophy was constructed.Based on the above theoretical research,the teaching design is carried out.In ’Properties of chlorine gas’,through the chemical history of chlorine gas,students are guided to grasp the methods of preparing chlorine gas and the measures to treat the exhaust gas,and to develop their ability to investigate scientifically and to build up their awareness of environmental protection;in ’Aluminium and its compounds’,through exploring the history of social development for aluminium,students are guided to analyse the demand for aluminium monomers.In ’Aluminium and its compounds’,students are guided to analyse the similarities and differences between aluminium monomers and alkali metals,develop the ability to compare and analyse scientific problems,and increase the connection between chemistry and society.Students will develop their deductive and reasoning skills and their awareness of resource conservation.Part IV,Analysis of Teaching Practice and Effectiveness.The results of the post-teaching practice tests showed that students’ scientific thinking skills improved,and the profundity and flexibility of their thinking qualities were particularly significant;the average score of the final examination results was 50.24 in the experimental class and 48.28 in the control class.The mean score on the final exam was 50.24 in the experimental class and 48.28 in the control class,indicating that teaching based on the HPS educational concept can improve students’ performance in chemistry.The results of the study show that teaching based on the HPS educational concept is feasible and can help students master the scientific thinking method and develop scientific thinking skills.Part V.Conclusion and Reflection.This paper compares the results of the practice under the HPS education concept,and points out the shortcomings and the need for continued practice.Suggestions are made for teaching based on the HPS concept,such as:focusing on the mining of HPS content,in-depth research on teaching strategies and establishing a sense of lifelong learning.