A Practical Study Of Using The History Of Biological Sciences To Promote Students’ Deep Learning

With the trend of nurturing people in the new era of education and teaching reform,"teaching history of science" gradually appears in people’s vision.It is clearly pointed out in the curriculum standards that the cultivation of core literacy such as scientific thinking and scientific inquiry should be strengthened,and students should have a deeper understanding of the core concepts of biology while dealing with practical problems,and "teaching the history of science" contains scientific ideas and methods of exploration,which is one of the important ways to cultivate students’ core literacy and promote their deeper understanding of scientific knowledge.It is one of the most important ways to develop students’ core literacy and promote their deeper understanding of scientific knowledge,and it is important to pay attention to the history of science and the nature of science.Based on this,this thesis uses "using the history of biological science to promote students’ deep learning" as the theme for teaching design,establishes an effective connection between "history of science" and deep learning,interprets and analyzes the Biology Curriculum Standards for High School,and selects the module "Molecules and Cells" in Compulsory 1 for teaching practice.This thesis analyzes the current situation of teaching through questionnaires and proposes a general process of teaching history of science,which can be used as a reference for secondary school biology teachers in their future teaching.This thesis uses various methods such as literature research,questionnaire survey,case study,observation,content analysis,and statistical analysis to study the current status of research,core concepts,and design process of history of science and deep learning in the following aspects.(1)analyzing the operability of history of science teaching in secondary school biology classroom by reading relevant literature and conducting in-depth research on cases,and defining its related concepts,digging deeply into the history of science materials in the curriculum based on the characteristics of secondary school biology curriculum,finding the nurturing entry point of history of science,implementing teaching by creating specific contexts,giving full play to the nurturing value of history of biological science,and promoting students’ deep learning.(2)The questionnaire survey of secondary school biology teachers on "using the history of science to promote students’ deep learning" found that teachers know about "history of science",but there are some problems in the specific teaching implementation process;most of them generally agree that "history of science" has the potential to promote students’ deep learning.Most teachers generally agree that "history of science" is valuable;teachers will integrate history of science into the teaching process,but there are still certain stereotypes,and some teaching objectives are difficult to implement in actual teaching.(3)The design process of "using history of science to promote students’ deep learning" is explored based on the results of the questionnaire and related theoretical studies.The design is based on the biology curriculum standards,biology textbooks,history of science materials,and students’ subjectivity,and follows the principles of feasibility,scientificity,systematization,integration,and effectiveness,including four specific steps: clarifying teaching objectives based on the curriculum standards;integrating history of science materials to explore unique nurturing points;clarifying teaching strategies and methods to create realistic situations;develop the evaluation scheme and improve the teaching design.(4)Based on the general principles and steps of teaching design,design three teaching cases,namely,"Structure and Function of Cell Membrane","Enzymes for Reducing Activation Energy of Chemical Reactions" and "Photosynthesis and Energy Conversion",and reflect on the teaching.(5)After the initial teaching practice,we found that the experimental class and the control class were able to improve the students’ performance by comparing the results of monthly examinations,analyzing the test questions that promote students’ deep learning,analyzing the results of questionnaires before and after the experimental class,and analyzing the teachers’ interviews."We found that the use of history of biology can significantly promote students’ deep learning and improve their performance in biology.This study can enrich the teaching of history of science and provide a reference for how to use history of science to promote students’ deep learning.