Research And Practice Of Biology History Of Science Teaching In Senior High School From The Perspective Of Scientific Literacy

With the continuous deepening of the new curriculum reform,the reform of teaching content is also ongoing.More and more history of science has been written into middle school textbooks,becoming the focus of teachers’ teaching and the focus of research and discussion among teachers and students.At present,foreign research on the history of science mainly focuses on the introduction of relevant policies and the implementation of teaching,while domestic research on the history of science mainly focuses on the education of history of science and the teaching of history of science,and research on the teaching of history of science under scientific literacy is relatively small,and there is no systematic research results and experience.In view of this,this paper,from the perspective of scientific literacy,discusses how to use the history of science to carry out teaching activities in biology classroom.This paper uses the methods of questionnaire and interview to analyze the concept of history of science,study the current teaching situation of biological history of science,and explore the necessity of biological history of science teaching in high school.From the perspective of cultivating students’ scientific literacy,this paper discusses how to strengthen the cultivation of students’ scientific literacy in the teaching of biology history of science in high school,and how to explore the potential value of biology history of science.Some problems are also found in the teaching process: first,the biology class hours are small,and it is difficult for students to master a large amount of history of science knowledge in limited time;Secondly,there are few teaching strategies for teachers,and there is a phenomenon of reading from textbooks;Third,the way for students to obtain the history of science of biology is single,and most students only obtain it through biology textbooks.At the same time,through the design and research of Case method,this paper tests the teaching effect by using test papers,teacher evaluation and other methods,and finds that group discussion,cooperative learning and other ways to allow students to learn independently can stimulate students’ enthusiasm for learning and enhance their spirit of inquiry.Students’ grasp of knowledge is generally higher than traditional teaching,which provides new ideas for the future reform of biology teaching.It is hoped that this research on the teaching of biological history of science will provide reference value for promoting teachers to understand and attach importance to the teaching and practice of biological history of science,improving teachers’ classroom teaching level and students’ scientific literacy,and creating a modern biological history of science teaching model that is more in line with the requirements of the new curriculum standards.