| HPS education integrates the history of science,philosophy of science,and sociology of science into teaching process,and has become a hot topic in the education around the world.The students taught by this kind of model in the process of learning knowledge are required to understand the source of knowledge and the thinking way of scientists.The HPS teaching model help students to possess deeper understanding for the nature of science,and enables them to figure a scientist thinking mode,which can help students development comprehensively.The four core literacy of Chinese biology are as follows: life concept,scientific thinking,scientific inquiry,and social responsibility,which make up the indispensable ability of students.Applying the HPS teaching model in biology teaching process,it would help to achieve the objectives cultivating students’ scientific thinking and enhancing their learning ability.Although the HPS is very important for the education,the evidences about it application in China’s education system is scarce.This study uses the HPS teaching mode to inspire the students’ scientific thinking based on the process of high school biology teaching.We further explore the impact of HPS on the development of students’ scientific thinking.This research focuses on the theme of promoting the development of students’ scientific thinking through the HPS teaching mode.Through theoretical analysis and practical exploration,theoretical and practical research has been carried out.This paper is divided into seven parts.The first part mainly expounds the research background,research purpose and significance,research content and method,and the research status of HPS teaching mode and scientific thinking at home and abroad based on the analysis of a large amount of literature.The second part is the narrative of the relevant theories of this research,includingthe theoretical basis of the research and the definition of HPS related concepts.The third part is about the discussion of scientific thinking.It mainly defines the concept of scientific thinking and analyzes the connotation of the relevant dimensions of scientific thinking.Finally,it analyzes the significance of cultivating students’ scientific thinking.The fourth part is about the strategies and case studies of HPS education for students.Firstly,the author analyzes the feasibility of using HPS to promote the development of students’ scientific thinking.On this basis,it explores the strategies of using HPS for biology classroom teaching,and analyzes the scientific thinking elements contained in the three cases of the history of science in the textbook of biology compulsory for senior high school,and designs the teaching of HPS mode for the purpose of promoting the development of students’ scientific thinking.The three cases of the history are "fluid mosaic model of biofilm","enzymes for reducing the activation energy of chemical reactions" and "the exploration process of photosynthesis".The fifth part is the practical research on the scientific thinking training of students using HPS education,including research objects,research plans,research tools and research processes.In the school where I was internship,the author selected two classes with the same starting point for experiment.One class was the experimental group to accept the HPS teaching mode,and the other class was the control group to receive the regular teaching mode.After each classroom teaching,the two classes of students were tested to compare the differences in the logical reasoning ability.after the three lectures,random interviews were conducted with the experimental group to understand the changes in the four aspects of the desire for scientific knowledge,the understanding of the nature of science,the attitude towards facts and evidence,and the criticism of thinking before and after receiving HPS teaching.It is judged whether students’ scientific thinking has been improved through changes in the above four scientific thinking dimensions.The sixth part is about the results of practical research.The results show that the students in the experimental group are significantly better than the control groupthrough the three classroom tests.The students in the experimental group are better at using various logical thinking methods to analyse problem and the logical thinking ability has been greatly improved.Through random interviews,students in the experimental group have a deeper understanding of the nature of science than before,and they are more eager for new knowledge.The experimental group students are more respectful of objective facts and evidence,and think about problems from an objective perspective.Most of them can be multi-angled and dialectical to look at the problem.They have certain dialectical thinking tendency and questioning spirit.The empirical results show that the experimental group students have been improved in the dimensions of four scientific thinking,and the HPS teaching mode can promote the development of students’ scientific thinking.Furthermore,it provides an important reference and reference for the cultivation of students’ scientific thinking in biology teaching to apply HPS teaching mode. |
