Research On The Cultivation Of High School Students’ Scientific Thinking In The Teaching Of Biological History

With the rapid development of science and technology,cutting-edge technology has not only brought happiness to our lives,but also brought new knowledge.However,the speed of human mastering knowledge is far less than the speed of the emergence of knowledge.Therefore,it is particularly practical and effective to learn to master the thinking ability of knowledge.The biology textbook published by people’s Education Press(2019)is just beginning to be popularized in the China.One of its characteristics is that the content of history of science in the old textbook has been comprehensively revised and adjusted to make it closer to the educational purpose of developing students’ core literacy.In addition,in recent years,there are many new types of questions in the college entrance examination,such as "reasons and reasons" or "description of experimental design ideas and analysis results".These types of questions are often more serious for students to lose points.During the internship,students often fail to grasp the essence and key points of these types of questions.It reflects that the students’ logical reasoning ability and experimental inquiry ability are deficient,and biology itself is a comprehensive subject based on experiment and inquiry.Therefore,using the content of science history in the new textbook to cultivate students’ scientific thinking can arouse teachers’ attention to the content of science history in the new textbook,and provide valuable reference for teachers to cultivate students’ scientific thinking ability in biology classroom.This paper defines the concept of the history of science and scientific thinking,clarifies the five forms of scientific thinking,analyzes the content of the history of Science in the "molecule and cell" module according to the five dimensions,and puts forward the design principles for the teaching of the history of science.Then two classes of high school were taken as control class and experimental class to carry out teaching practice.Before the formal teaching practice,the questionnaire survey was used to analyze the current application of science history in biology classroom of senior high school,and design the teaching process and content with reference to the results of investigation and analysis.The pre-test was conducted to determine whether there is any difference in the scientific thinking level between the two classes,which shows that there is no obvious difference between the two classes.The students were tested three times after different teaching time.The results of the test were statistically analyzed by Excel and SPSS software.The results showed that the experimental class were better than those of the control class.The longer the time of cultivating scientific thinking by using the history of science,the more obvious the effect was.It can be seen that the rational use of biological science history as educational material in biology teaching is beneficial to the development of students’ scientific thinking.The teaching practice shows that it is feasible to use the history of science to cultivate high school students’ scientific thinking ability in biology classroom teaching activities.Therefore,teachers should pay attention to the organic connection between the two in biology classroom teaching,and strengthen the consciousness and idea of using the history of Biological Science in teaching materials to carry out teaching.