Teaching Design And Practice Of The History Of Biological Sciences In Senior High School To Cultivate Students’ Ability Of Scientific Inquiry

The Biology Curriculum Standards for Senior High Schools(2017edition,2020 revision)clearly points out that cultivating students’ scientific inquiry literacy is the main content of biology teaching,and scientific inquiry ability,as a component of scientific inquiry literacy,is also an important task of biology teaching.At the same time,the curriculum standard requires attention to the teaching of the history of biological science and the nature of science,and indicates that many classic experiments in the history of science are good materials for cultivating students’ scientific inquiry ability.Therefore,this study aims to explore the educational value of the history of science,find teaching strategies to cultivate students’ scientific inquiry ability,and carry out the teaching design and practice of the history of biological science based on the cultivation of students’ scientific inquiry ability,in order to provide teaching reference for teachers.By reading relevant literature and materials,this study elaborated the research background of the subject,sorted out and summarized the domestic and foreign research status of the teaching of the history of biological science and the cultivation of scientific inquiry ability.On this basis,combined with the curriculum standards of high school biology and relevant research,the elements of scientific inquiry ability are divided into seven ability elements,including question raising,hypothesis making,plan making,plan implementation,data collection and analysis,conclusion drawing,reflection and communication.Questionnaire survey and interview method were used to understand the teaching status of history of biological science and the level of students’ scientific inquiry ability.The results showed that the students were interested in the history of biological science,but did not have a comprehensive understanding of it and had little enthusiasm for learning.Knowledge of the history of science mainly through textbooks and classroom teaching;Expect to learn the history of science in the way of finding and solving problems,and have a strong sense of the educational value of the history of science;Heavy learning tasks and lack of time and energy are the main factors affecting students’ learning.The students’ scientific inquiry ability reflected in the teaching process is weak.At the same time,first-line biology teachers said that the teaching of the history of biological science is an effective means to cultivate students’ scientific inquiry ability,which provides feasible evidence for the smooth development of this research.According to the investigation situation and reference to the teaching research,the design idea of the teaching activity of the history of biological science is put forward to cultivate students’ scientific inquiry ability.In view of the combing of the history of biological science in the compulsory module of high school biology textbooks,this study designed the teaching of "DNA is the main genetic material","DNA structure" and "DNA replication".In two classes of Grade one,the teaching effect is tested by using the educational experiment method and the self-designed scientific inquiry ability test questions.The teaching practice results show that using the history of biological science as teaching material to carry out inquiry-based teaching activities is conducive to promoting and developing students’ ability of scientific inquiry,among which the cultivation and improvement of students’ ability of making plans is the most significant,and the ability of data analysis,conclusion drawing and reflection is also significantly improved.The improvement of ability to raise questions,make assumptions and implement plans is not obvious.