Study On Curriculum Resources Development Of The History Of Life Science In The “Molecule And Cell” Module In Senior High School Biology

As the systematic description of the life science development progress, life science history not only reflects the progress of scientific knowledge, development and systematization, but also contains abundant science ideology, scientific spirit and scientific values. In recent years, it has been reached a consensus applying the life science history to carry out teaching activities. An obvious change in our High school Biology Curriculum Standard is to identify the value of life science history education, to define the curriculum objectives, implementing proposals and suggestions of curriculum resources development of the history of life science. The comprehensive life science history resource is the key to carry out the life science history teaching and to promote biology science literacy.This study takes Molecule and Cell which edited by PEP as an example, based on the current situation and necessity of science history curriculum resource, offers proposals of arrangement and development of the science history curriculum resource. The main contents are as follows: Firstly, the science history materials from the model of Molecule and Cell are analyzed using the method of content analysis and following scientists as the main line, and found out that there is progress in the science history data about the scientists number, stimuli-presenting mode of science history and writing intentions. However, the science history is still short of content, scattered as well as incomplete and remains to be enriched and to be completed. Secondly, the questionnaire method is used to research the recognition and demands of biology history resources of high school biology teachers and students. The results show that(1) Teachers and students have a high recognition degree of the life science history’s education degree, in which 95.3% of the teachers regard life science history education as a better way to promote students’ knowledge understanding, scientific research method’s study and scientific inquiry ability. 65.6% of the students pay close attention to the science history content study and 82.6% of the students think it helps to raise study interest.(2) Over half of the teachers are satisfied with science history content in the teaching materials but still many of them think it remains to be promoted.(3) The main ways for the teachers to maintain science history resource are through network, teaching materials or reference books. However, most of the teachers think the network resource unreliable and teaching materials and reference books content scattered. As a result they cannot satisfy the demands of the teachers.(4) Demands of the teachers and students for the science history in the teaching materials is commonly high, particularly reflected in the progress, method and design thought of scientific research. The demand percentage for teachers is 87.0%, while for students is 81.8%. Thirdly, science history data are sorted out, the life science history resource pool is established following scientists as the main line, and suggestions of relative life science history curriculum resource arrangements are summarized, combined with the characteristics and shortage of Molecule and Cell module and the demands of teachers and students for the science history resource. The results not only can provide reliable science history data for compiling the textbook and teaching activities, but also to benefit for exploiting the life science historical education value.