Teaching Strategy Of Applying Life Science History To Cultivate Scientific Thinking Of Junior Middle School Students

In order to adapt to the development and changes of society and promote the high-quality development of compulsory education,the cultivation of the core literacy of junior middle school students has become an important goal of biology teaching,which the core literacy includes scientific thinking.The development of scientific thinking of junior middle school students can provide help for their lifelong learning.Textbooks are the most important materials for students to learn,which contain a large number of life science history materials,which are important resources for the development of junior middle school students’ scientific thinking.When learning the history of life science,students follow the process of scientists’ inquiry,think independently and use methods such as comparison,analysis,generalization,deduction and induction to solve scientific problems,construct knowledge system and develop scientific thinking.In order to make the history of life science play an important role in cultivating students’ scientific thinking,this study mainly studies the teaching strategy of applying the history of life science to develop junior middle school students’ scientific thinking.First of all,this study investigated the current situation of junior middle school teachers’ application of life science history to cultivate students’ scientific thinking through questionnaires.The results of the questionnaire showed that some teachers understood the value of the history of science teaching and agreed that the history of science was of great significance to students’ learning of biology.However,the understanding of the history of science is only superficial,and the way to obtain the information of the history of science mostly depends on textbooks.The extracurricular history of science is used less,which cannot fully play the value of the history of science.Most teachers use the history of science teaching only to make the classroom more active,but ignore the cultivation of students’ scientific thinking.In addition,there are still many factors affecting teachers to use the history of science in teaching,such as class hours,their own understanding of the history of science and the lack of examination.Secondly,in order to better help front-line teachers to use the history of life sciences for teaching,this study uses content analysis to analyze the scientific thinking contained in the history of life sciences in the biology textbook for junior middle school published by People’s Education Press,and collates and classifies it from four dimensions: "comparison and analysis","induction and generalization","deduction and reasoning",and "critical thinking".Through the classification results,we can see that the life science history data can improve the four dimensions of junior high school students’ scientific thinking.Thirdly,this paper uses specific teaching strategies to teach the history of life sciences.Specific teaching strategies include inquiry based teaching strategies,building conceptual teaching strategies and heuristic teaching strategies,which can inspire students to think independently,analyze,summarize,deduce,reason,compare and other abilities,so as to cultivate students’ scientific thinking such as comparison and analysis,induction and generalization,deduction and reasoning,and critical thinking.To demonstrate the effectiveness of applying different teaching strategies to the teaching of life science history to cultivate junior high school students’ scientific thinking.In order to demonstrate that the application of appropriate teaching strategies in the teaching of life science history can effectively cultivate students’ scientific thinking.In this study,students from two classes in Grade Two of Junior Middle School were taught,and scientific thinking questionnaires were conducted before and after the practice.The paired analysis of the pre-test and post test results of the two classes can prove that the teaching of life science history can develop students’ scientific thinking.Through the analysis of the results of the pre-test and post test of scientific thinking of the students in the two classes,it can be found that compared with the use of conventional life science history teaching,the use of inquiry,heuristic and other teaching strategies is more able to penetrate scientific thinking in the life science history teaching,and can effectively improve the students’ scientific thinking.It is found that the teaching of life science history plays an important role in cultivating students’ scientific thinking.The use of inquiry-based,heuristic and other teaching strategies to teach the history of life science is more effective than the conventional teaching of the history of life science in cultivating students’ scientific thinking.Therefore,in the process of daily teaching practice,in order to develop the scientific thinking of junior middle school students,teachers can pay more attention to the use of life science history in teaching.