Comparative Study On History Of Science In High School Biology Textbooks Based On Discipline Core Competence

One of curriculum concepts of "Ordinary High School Biology Curriculum Standards(2017 Edition)" is the purpose of discipline core competence,and the document points out that learning the history of science and the nature of science is conducive to the development of the core competence of students,and that the preparation of new textbook should appropriately introduce the content of scientific history.Therefore,at present,how to understand the relationship between the discipline core competence and the nature of science and the history of science and how to introduce the history of biological sciences into the textbook are the important issues that should be considered.Therefore,this study begins with an in-depth analysis of the connotation of discipline core competence and its relationship with the history of biological science and the nature of science.Secondly,on the basis above,through the literature method,this paper studies the integration of the history of science in high school textbooks at home and abroad,and the analytical framework of the content of science history in textbooks based on the nature of science.Then,the method of content analysis is used to form the research tool that reflects the connotation of the dimensions of discipline core competence— "Analysis Scale of Contents of History of Science in Biology Textbooks for Senior High Schools." This scale has been designed into three main categories:the history of science(including the number of biological sciences,material types,and scientists' profiles),the location of scientific history,the discipline core competence,and the history of science,and the nature of science.They are divided into 11 subcategories and 28 third-level categories.And perform validity analysis.Again,the quantitative and qualitative analysis was performed using this scale to compare the basic conditions of biological history,numbers,types of materials,scientists' profiles,presentation positions,etc.in "Molecules and cells" published by People's Education Press(PEP),Jiangsu Education Press,Chinese version,and Zhejiang Science Edition.and focus on the analysis of the history of biological sciences to reflect the connotation of discipline core competence.New textbooks,attache importance to the discipline core competence,can embody the essence of science,emphasize the infiltration of the history of biological sciences,and compose the contents of the history of biological sciences in the textbooks from the three-category categories formed by the connotations of the four dimensions of discipline core competence,Then there is a purpose to consciously serve the development of students' discipline core competence.The conclusions of the study can be concluded as follows:1.New textbooks should fully recognize the importance of the number,location,scientists and type of materials of the history of biological sciences in developing students' discipline core competence.Firstly,The textbook should value the penetration of scientific history.If the number of scientific histories is too small to exert their value.By comparing the number of the history of biological sciences in each edition of "Molecules and Cells," Zhejiang Science Edition's contains number is the least.Secondly,The presentation can reflect the emphasis of the textbook on the history of science,which will affect the development of the students' discipline core competence.The textbooks of various editions present the largest number of biological sciences in the "text" and "in the text" positions,which is conducive for the teachers to teach the history of science consciously.In contrast,the history of biological science in "after-school exercises" is the least.Thirdly,The types of science history materials have different degrees of development of students' discipline core competence."The description of real scientific development" is more beneficial to the development of students' discipline core competence.The Jiangsu Education Edition put "the description of real scientific development" mainly in the "after the text",more as an expanded content.The other three versions of "the description of real scientific development" are mainly in "text" or "in the text",which is beneficial to the development of students' discipline core competence and the realization of the value of science history.In addition,textbooks in all editions ignore "science and technology and society" that are placed on "after class exercises" and "after the text." This not only does not enable students to effectively understand the interaction between science and technology and life through the history of biological sciences.,but also is not conducive to the development of student's social responsibility.Lastly,scientists are the protagonists of the history of biological sciences.The "live" image of scientists has an important auxiliary role in the study of the history of science.Each version of the textbook has a description of scientists,but it is not detailed enough.It is not conducive to setting an example for students and is not beneficial to the cultivation of students' social responsibility.2.The dimension of "life concept " is reflected in scientific knowledge's the five tertiary categories of "continuation","provisionality","foreseeability","confirmation" and "limitation" in the history of biological sciences.Although the performance of textbooks in each edition is different in these five tertiary categories,overall,compared to other dimensions,the textbooks in each edition pay the most attention to this dimension.The dimension of "scientific thinking,and scientific inquiry " is reflected in the scientific process' s five tertiary categories of "deductive logic","creativeness","model","method diversity","criticism",etc.The dimension of "social responsibility " is reflected in the scientific culture's four tertiary categories of "cooperation assistance","subjectivity","scientific technology" and "scientific society" in the history of biological sciences.There are also differences in the performance of the textbooks of each edition in these tertiary categories.However,In general,these two dimensions account for less than the dimension of "life concepts." In the PEP and the Zhejiang Science Edition the level of attention to the dimensions of "scientific thinking and scientific inquiry ",is greater than the dimension of "social responsibility." However,the Jiangsu Education Edition and the Chinese version are the opposite.And the Chinese version reflects the large difference in the history of biological sciences between these two dimensions,and it does not value the dimension of "scientific thinking and scientific inquiry."Finally,in view of the conclusions above,this paper proposes the suggestions from the three aspects of textbook's composer,textbook's user(teacher's point of view)and related research in the future,and reflects on the deficiencies of this study.