Research On The Application Of HPS Teaching Theory In High School Biology History Teaching

HPS teaching theory(History,Philosophy and Sociology)is a scientific education paradigm that integrates the History of science,Philosophy of science and Sociology of science.The Biology Curriculum Standards for General Senior High Schools(2017 edition)proposed that the history and nature of biology science should be studied in teaching.The teaching theory of HPS advocates to permeate the teaching of the essence of science into the teaching of history of science,which meets the teaching requirements of the curriculum standard.So this research adopts the comparative method,the text study,methods of literature study and questionnaire investigation method,study how to apply HPS teaching theory in the teaching of the high school biology science,with A high school senior grade three students for experimental group A and B class and control class,analysis the application effect of HPS teaching theory.Firstly,through a questionnaire survey,this study analyzed the experimental group students’ interest in learning the history of biological science,the view of the nature of science related to HPS teaching theory and the characteristics of the cognitive concept of sociology of science.It is found that the students have little interest in the history of science,have great differences in the cognition of various dimensions of the view of the nature of science,and have incomplete cognition of the concept of sociology of science.Secondly,through comparative analysis of PEP textbook content,select Mendelian Pea Hybridization Experiment(I)which is suitable for the application of HPS teaching theory as teaching practice content.The above content is combined with the HPS teaching theory to complete the design of teaching cases and apply them to the teaching practice for a semester.At the end of the teaching practice,analyzing students before and after the test grade exam results ranking and questionnaire score changes,found that the experimental group A after test scores ranking appeared significantly promoted,the experimental group B class in ascension,the control group fell,the experimental group after two classes of survey questionnaire scores are significantly increased,and the control group was no significant change.Finally,the paper summarizes the practical process and four points for attention in the application of HPS teaching theory: there are great differences in students’ cognition of the nature of science in different dimensions,so it is necessary to pay attention to "dimension teaching and strengthen the weakness" in order to improve students’ view of the nature of science in a balanced way;In order to perfect students’ cognition of the concept of sociology of science,students should pay attention to "mutual influence and objective examination".HPS teaching theory lacks the development of exploratory experiment design.It needs to pay attention to "building scaffolds and advocating inquiry" to cultivate students’ ability of exploratory experiment design.In view of the conflict between more teaching tasks of HPS teaching theory and fewer teaching hours of high school biology,it is necessary to pay attention to "distinguishing the primary and secondary,detailed and slightly appropriate",so as to reasonably select the history of science and integrate the knowledge of philosophy of science and sociology of science.Through the analysis and summary of the practical research results,the following conclusions are drawn: the application of HPS teaching theory in the history of biological science teaching in senior high school is helpful to enhance students’ interest in biology,help to improve students’ scores in biology examination,and help to improve students’ view of the nature of science and the concept of sociology of science.