High School Chemistry Teaching Design Based On HPS Education

In 2014,the ministry of education issued the “Opinions on comprehensively deepening the curriculum reform and implementing the fundamental task of cultivating talents”,which deepens the basic education reforms,and makes the development of students' core qualities as an important part of teaching reform.However,the HPS education is a new type of education concept.It aims to introduce multidimensional knowledge,such as history of science,philosophy of science,and sociology of science,into teaching,presenting the process of scientific knowledge to students,or allowing students to experience the full extent of scientific inquiry.Master the methods of scientific inquiry,and learn the spirit from scientists.In this study,HPS education was integrated into high school chemistry teaching,so as to promote the achievement of students' core qualities in chemistry.Some key concepts,such as HPS education and connotation,HPS education model,core literacy of chemistry subjects,and instructional design,are summarized at first,which provides a theoretical basis for this research.Through the investigations and analyses of the status quo of HPS education application in high school chemistry teaching,it is found that there are the main problems.The teacher's training needs to be strengthened.The education evaluation system is single.The teaching design is neglected and systematic HPS(or chemical history)materials lack.The corresponding solutions are proposed: strengthen and implement training for teachers,enrich and improve the education evaluation system,continuously update the teaching design concept,build lifelong learning awareness,and establish a systematic HPS material library.Explored ways to introduce HPS education in high school chemistry teaching: various teaching activities,linking with social reality,making full use of multimedia,setting up open homework,and setting up HPS school-based curriculum.On the basis of the current investigation,the four models of HPS education were compared and analyzed,and the high school chemistry instructional design steps based on HPS education were summarized.According to the integration model of Munch and Osborne and the dialogue of the essence of science,the systematic instructional design of Version 2 of the compulsory content of high school chemistry was implemented and analysed with the representative of the four courses.The systematic teaching design was applied to teaching practice.One-semester experimental comparison teaching was conducted,and formative evaluation was used to examine the effectiveness of integrating HPS education into high school chemistry teaching.The specific evaluation approaches were performed,filling in the classroom learning feedback form,the evaluation feedback information form,the experimental inquiry performance evaluation form and the self-evaluation form,etc.In-depth interviews were conducted for the students the evaluation of the teachers was analyzed.The examination results were statistically analyzed.Integrating HPS education into high school chemistry education can improve students' chemistry study performance,chemistry learning interest and humanistic qualities,rational thinking and scientific inquiry ability,and cultivate students' scientific spirit and social responsibility.It is conducive to the cultivation of students' core qualities in chemistry.