Research On The Strategies Of Integrating History Of Science Into Project-based Teaching Of Biology In Junior Middle School

With the development of globalization,social progress is more dependent on new knowledge and new technology.Since the 21st century,in order to adapt to the new requirements and challenges of the information age for talents,the Ministry of Education has promulgated the "Basic Education Curriculum Reform Outline(Trial)",to further promote quality-oriented education,pay attention to the growth of each student,focus on the life-long sustainable development of students,and require educators to pay more attention to cultivating the key competence of students.The current "Compulsory Education Biology Curriculum Standards"(hereinafter referred to as "Standards(2011Edition)")even proposes that teachers need to carry out inquiry teaching in accordance with the actual conditions of the school,promote students to understand the essence of science,and cultivate their abilities to analyze and solve problems.Project-based teaching is a "research-based learning based on problem-solving",which allows students to adopt a "learning by doing" approach to effectively acquire knowledge and skills by completing project tasks.However,there are few practical project problems in current textbooks,and the situation of teachers’ project-based teaching is not optimistic.The history of biological sciences is rich in materials,and students are generally interested and easy to accept.Exploring project-based teaching cases from them is an effective way to implement junior high school biology project-based teaching.This research aims to evaluate the experimental results and explore the basic process and effective strategies of integrating the history of science into project-based teaching in junior high school by digging into the materials of the history of science,and to improve the quality of biology classroom teaching.This research mainly uses literature research methods,questionnaire survey methods,action research methods,experimental methods and other research methods.First,the students’ learning status and needs are analyzed,and then teaching strategies and teaching cases are formulated according to the actual situation of the students,and the classroom is carried out.To optimize the evaluation method,carry out teaching practice on this basis,and finally summarize the practical effects and propose teaching strategies.The research results show that,(1)students have a certain interest in biological knowledge,and most of them believe that the knowledge learned in textbooks can be applied to daily life.But they do not pay enough attention to the contents about the history of science in textbooks.These parts of contents are only read as extracurricular materials,and they are difficult to think of when designing solutions to solve related problems.With regard to the scientific methods used by scientists,students expect to obtain the enhancement of scientific method and scientific inquiry from the history of science.Therefore,it is necessary to select appropriate science history contents into the teaching practice of project-based teaching,so that students can effectively carry out research-based learning activities.(2)The basic process of integrating the history of science into project-based teaching has been initially constructed: 1.Presentation of the project theme: History of science provides historical context,generating students’ initiatives;2.Making the project plans:key scientific historical facts,paving the way for group activities which use knowledge methods;3.Project work production and communication: select the subjects of the experiments,discuss and carry out the plans in groups;4.Activity evaluation: strengthen the method of scientific inquiry in the exchange.(3)Preliminary analysis of the specific strategies for implementing the integration of scientific history into project-based teaching,including target design strategies,preclass preparation strategies,the basic process of project-based teaching,and classroom evaluation strategies.(4)Receiving project-based teaching can effectively promote the formation of biology literacy among junior high school students.The integration of the history of applied sciences into project-based teaching has a positive impact on students’ interest and attitude in learning biology.(5)The integration of science history into project-based teaching has effectively promoted teachers’ observation of science history and problems in our daily life,enriched teachers’ knowledge system,promoted teachers’ classroom innovation,and improved teachers’ quality.Regarding how to better integrate the history of science into the junior high school biology project-based teaching,the paper proposes the following countermeasures:(1)According to the different teaching content,choose different methods to integrating the history of science.In the observation-based classroom teaching,“add”related history of science to different themed projects,and appropriately supplement the historical materials related to the teaching content.The project tasks are mainly based on the different situations of the observation projects which involves different subjects but are carried out in same ways;in the inquiry-based classroom teaching,a.The history of science is used to pave the knowledge method to formulate project plans;b.Replay classic experiments and construct key points of knowledge;c.Explore the themes in our daily life,and develop core competencies;d.Share and evaluate the project results to deepen thinking;e.Display advanced science and technology to broaden research horizons.The above five steps help students develop core literacy.(2)For groups with strong key competence,we can organize cooperation-oriented extracurricular activities,and guide students to search for relevant scientific history and scientific methods.Complete project-based exploration in the form of board introductions exhibition,story performances,and a scientific research thesis.In general,the integration of the history of science into project-based teaching has enriched students’ view of study,effectively improved students’ problem-solving ability,cultivated students’ core literacy in biology,and has good teaching effects.