Research On The Making And Application Of Middle And Micro Courses In The Teaching Of History Of Biological Sciences In Senior High Schools

"General High School Biology Curriculum Standards(2017)" clearly points out that the core literacy of the subject is the purpose of the biology curriculum.The history of biological sciences is the crystallization of history,which contains the scientists 'exploration process of life knowledge and life phenomena,and has great positive significance for the cultivation of students' core literacy.At present,although the cultivation of core literacy is emphasized in the teaching of history of biological sciences in high schools,there is still room for improvement.The integrity of the inductive knowledge system needs to be improved,and it is rarely mentioned or raised to the level of scientific thinking.Under the trend of the era of education informatization,micro-curriculums came into being.This research is based on the human education edition of a high school biology compulsory textbook and a self-made micro-curriculum.It aims to make breakthroughs in scientific thinking from the perspective of micro-curriculum and propose feasible suggestions for the teaching of science history.This article uses literature reading method,interview method and questionnaire survey method.First of all,on the basis of literature reading,I have a basic grasp of the research status of micro courses and the history of science,and I am familiar with the basic methods and steps of making micro courses,making the purpose and requirements of micro courses more clear.Secondly,we interviewed six teachers in the biology group of a senior middle school in Kaifeng,Henan Province to understand the methods adopted by the school 's teachers for theteaching of science history and their views on the micro-curriculum.Then,comb the science history content of the high school biology compulsory one textbook,select the science history content suitable for making micro courses,use Pr and other software to make micro courses according to the production principles of micro courses,and apply them to the teaching of history of biological sciences in practice.Finally,through teacher interviews and questionnaire surveys with students,the feedback evaluation of the history of biological sciences micro-courses is obtained,and a summary is reflected.Through conducting practical research in two courses: "History of Enzyme Discovery" and "Construction of Cell Membrane Model",the following conclusions are drawn:(1)Micro courses are suitable for the teaching of history of science.To materialize the content of the history of science,to reflect the difficult process of scientists' exploration,and to reflect the arduousness,inheritance,innovation,and times of the scientific development process.Promoting the teaching of science history through micro-courses,making students more clear and complete about the ins and outs of knowledge,helping students to better establish the connection between knowledge,completing classroom teaching tasks,enriching classroom content,and improving students 'learning mood.(2)Teachers can better enlighten and guide students from the point of view of sports and development,and see the progress and limitations of history from the perspective of science history.Let students realize that the process of scientific development is the process of constantly approaching the truth,and science and technology have played a huge role in promoting it.(3)The production of micro-courses needs to be closely followed by the course standards,and should be scientific.And the micro-course is just a means,not an end,it should be used flexibly according to the classroom teaching goals.The shortcomings of this research are:(1)The teaching practice research is not rich enough.(2)The development and production of micro-courses requires team support and joint innovation.(3)The teaching effect of science history micro-courses needs a variety of evaluation methods.