A Case Study Of The History Of Biological Sciences Infiltrating Junior High School Classroom Teaching ——Taking The Biology Textbook Of JiNan Edition As An Example

The history of biological science not only describes the production and development process of biological science knowledge,but also reflects the scientific thinking,scientific inquiry method and scientific spirit of scientists.In recent years,with the deepening of curriculum reform and the development of the times,the educational value of the history of science has been recognized by more experts,scholars and teachers.The teaching of the history of science has also become an important part of the subject teaching.Therefore,on the basis of understanding the current situation of science history teaching at home and abroad,this paper takes Jinan version of junior high school biology textbooks as an example,and takes some junior high school biology teachers and students in Decheng District,Dezhou City,Shandong Province as the survey and practice objects,to carry out the infiltration of biological science history.The research on teaching practice in junior high school biology classroom is expected to provide some theoretical and practical reference for front-line junior high school biology teachers to carry out science history teaching.First,a questionnaire survey and interviews were conducted with some students and biology teachers in six junior high schools in D city,so as to gain a preliminary understanding of the teaching status of the history of biological sciences in local middle schools.The research found that the current status of teaching the history of science is as follows: both students and teachers recognize the value of the history of science,and students are interested in the content of the history of science;teachers also infiltrate the content of the history of science in their teaching,which facilitates students' development to some extent.However,due to the limitation of classroom teaching time,examination and evaluation system and other factors,teachers' attention to the teaching of science history,the collection and arrangement of science history resources,and the teaching methods of science history need to be further raised and improved.The value of the history of science in teaching has not been brought into full play and needs to be further developed and utilized.Secondly,this paper carefully sorts out the teaching content and summarizes the content of the history of science involved in the textbook.At the same time,it is found in the research that some of the content of the history of science,such as the stories of scientists and the process of scientific inquiry that students are interested in,are not fully reflected in the textbook.In order to better stimulate students' interest in learning biology,this paper,on the basis of consulting relevant materials,combined with the current situation of science history teaching,the textbooks used and the actual situation of students,followed the principles of science history teaching design,and carried out part of the science history content.This paper also selects some chapters to design teaching cases of the history of science infiltrating the classroom,and conducts practical research.The final grade analysis,questionnaires and interviews not only understand the effect of teaching history of science,but also show that: teaching history of science stimulates students' interest in learning biology to a certain extent;it is conducive to cultivating students' scientific thinking and scientific inquiry ability,and improving students' biological science literacy.Finally,summarize and reflect on the results of the practical research to find out the shortcomings of the research.It also puts forward suggestions on the teaching of the history of biological sciences,in order to better infiltrate the history of biological sciences into the biology classroom teaching in junior high schools.