Construction Of HPS-situation Teaching Model In High School Biology For The Improvement Of Nature Of Science

The latest General High School Biology Curriculum Standards(2017 edition,2020 revision)promulgated by the Ministry of Education clearly states the requirement of "focusing on the history and nature of science" and the basic concept of "aiming at core literacy" in the teaching and assessment recommendations.The HPS teaching model advocates the incorporation of the history,philosophy,and sociology of science into the classroom to develop students’ scientific literacy and improve their understanding of the nature of science.The situation teaching can make the study more vivid and stimulate students’ interest in learning.This study reviews the current status of research in the fields of HPS teaching and contextual teaching at home and abroad through literature combing,and conducts theoretical and practical research after clarifying the theoretical basis.In terms of theoretical research,four widely recognized HPS teaching modes are analyzed.On the basis of retaining the framework of inquiry of the HPS teaching model,the advantages of situation teaching are given full play to construct two operational HPS-situation teaching modes,namely historical inquiry-situation teaching mode and moderate supplement-situation teaching mode.The complete set of Biology(2019 edition)of the People’s Education Press is organized,and the HPS materials were summarized into tables for the convenience of teaching and utilization.Select suitable chapter content for instructional design,then revise and refine.In terms of practical research,questionnaires were distributed to students of an ordinary high school in Jiangxi Province to understand their acceptance of HPS content,and the current situation of HPS content treatment in biology classes in high school was investigated.Two parallel classes with no significant difference in pre-test data were selected for teaching practice research: The experimental class implemented the HPS-contextual teaching model,while the control class used regular teaching and otherwise remained as unchanged as possible.The effectiveness of the practice is tested on whether the students’ view of the nature of science has improved.The results show that the HPS-situation teaching model is more significant than the conventional teaching model in improving the view of the nature of science.This model can take advantage of contextual teaching,inspire students to learn,make inquiry learning in the classroom accessible,and to a certain extent promote students’ knowledge construction.The HPS-situation teaching model can be useful in improving high school students’ level of knowledge of the nature of science,while providing an operational teaching design idea for learning the history of biological science,which is an effective way to develop core literacy in biology.