Research On Biology Design In Senior High School Based On HPS Education

With the development of technology and society,countries are paying more and more attention to the cultivation and improvement of citizens 'scientific literacy.The international scientific education community has found that HPS education has a significant effect on improving students' scientific literacy.Today,HPS education has become one of the mainstream in science education.The "Ordinary High School Curriculum Standards(2017 Edition)"clearly states that the course should cultivate students' core literacy in biology on the basis of displaying scientific knowledge.However,most of the high school biology teaching in China is based on the construction of subject knowledge system,which is not effective in cultivation of students' core literacy.Therefore,this study attempts to integrate HPS teaching with high school biology teaching to help students understand the connotation,value and essence of science and apply science,so as to improve the core literacy of students in biology.This paper first uses the literature method to consult the relevant literature of HPS education,and summarizes the theoretical research and practical results of HPS education at home and abroad.It is found that domestic research on HPS focuses on the theoretical research of its concept,connotation and educational value,but there is not much research on integrating HPS education into the classroom,especially the curriculum of specific disciplines.The questionnaire method was used to investigate the current status of HPS teaching in high school biology and the teaching effect of HPS teaching.Conduct a one-step in-depth survey of high school biology teachers in the areas of HPS education cognition,experience and difficulties in implementation.The survey results show that the educational value of HPS teaching has been unanimously affirmed by teachers,but the implementation in the classroom is not ideal.There are two main reasons.First,teachers have many difficulties in obtaining HPS resources,integrating resources and using them in class,and their scientific and teaching literacy should be strengthened.In addition to the subjective factors of teachers,the teaching environment given by the school(class hour is tight,exam-oriented education)also slows down the integration of HPS teaching into daily classroom teaching to some extent.In response to the above problems,the author summarizes the materials that reflect the concept of HPS in the compulsory "molecule and cell" and compulsory two "genetics and evolution" of high school biology.This paper makes a corresponding change in the implementation order of the HPS teaching mode proposed by Monk and Osborne,carries out the HPS teaching design and implementation according to the teaching objectives and teaching practice,and evaluates and analyzes the teaching effect from the two aspects of subject knowledge and scientific essence view.It is found that HPS teaching is no different from conventional teaching in terms of mastering of subject knowledge in the short term.However,in the cultivation of students' view of scientific essence,especially the essence of scientific exploration,The effect of HPS teaching is unmatched by conventional teaching.Therefore,if the teaching environment allows and the teaching theme is appropriate,you can try HPS teaching as much as possible to better promote the development of students'core literacy.HPS has a significant effect on the cultivation of the essence view of scientific inquiry,and the research on improving the essence of scientific inquiry by HPS teaching needs further evaluation.