Comparison And Application Strategy Of Life Science History In Senior High School

The 18 th National Congress of the Communist Party of China clearly put forward the idea of "taking moral education as the fundamental task of education",and the 19 th National Congress of the Communist Party of China further stressed the need to "implement the fundamental task of moral education and develop quality education".The requirements put forward by the state in the field of education accelerated the pace of education reform,and then at the end of 2017,the curriculum plan of ordinary high school and curriculum standards of Chinese and other subjects(2017 Edition)were officially promulgated Cloth,to be implemented in autumn 2018.In the "ordinary high school biology curriculum standard(2017Edition)",it is proposed to cultivate students' core literacy as the purpose of education,and in the curriculum standard,it is repeatedly emphasized to pay attention to the study of the history of life science and the nature of science.The history of life science is not only the process of scientific exploration,but also contains scientific thinking,scientific spirit,scientific attitude,the relationship between different disciplines and the interaction between science and society.It contains rich educational value and is a good teaching material for cultivating students' core quality and implementing quality education.Therefore,this paper makes a comparative analysis of the history of life science in the new and old versions of PEP senior high school biology textbooks,and carries out an investigation on the current teaching situation of the history of life science in senior high school.On this basis,it puts forward the teaching application strategies suitable for the history of life science,so as to help the front-line teachers effectively carry out the education of the history of life science in the biology classroom,achieve the curriculum objectives,and comprehensively infiltrate the core literacy of biology.In this study,the 2007 edition of compulsory biology textbook 1 and 2(hereinafter referred to as the old textbook)and the 2019 edition of compulsory biology textbook 1 and 2(hereinafter referred to as the new textbook)are taken as the objects of comparative study.A questionnaire survey is conducted among the teachers and students of a senior high school in Shihezi City,using the methods of literature research,comparative research,content analysis,questionnaire survey and other research methods.In the teaching material comparison part,the author carries out a comparative study on the content and layout of the history of life sciences;in the practical research part,the author carries out a questionnaire survey on biology teachers and students,and puts forward the application strategies of the history of life sciences,designs corresponding teaching cases and implements teaching.The results are as followsIn terms of the content of the history of science,compared with the old textbook,the new textbook has a significant increase in the number and proportion of the presentation of the history of science unit;in terms of the selection of the content,it pays more attention to the presentation of scientific research achievements,the authenticity and scientificity of the history of life sciences and the logicality of scientific knowledge,and it also pays more attention to the introduction of scientific frontier progress;in terms of the number of presentation of scientists,the new textbook is more effective than the old textbook The number of scientists in the old textbooks has increased,but the information of some Chinese scientists increased is not clear enough,and the number of foreign scientists in the two editions of textbooks is far more than that of Chinese scientists;in terms of gender selection of scientists,male scientists are significantly more in the new textbooks and the old textbooks.Finally,in terms of layout,the contents of the history of life science in the new and old textbooks are presented in a variety of positions;the distribution is not balanced in different textbooks and chapters of the same textbook;the new textbooks pay more attention to the guiding role of the history of science and extracurricular extension than the old textbooks in the presentation of the history of life science,and the column types are more concise;the presentation mode of the history of life science is different Compared with the old textbooks,the proportion of pictures and texts in the new textbooks is slightly decreased,but the absolute number of illustrations in the new textbooks is slightly increased,and the quality of illustrations is also greatly improved.Combined with the results of theoretical research and questionnaire survey,this paper puts forward some suggestions and application strategies in the compilation of teaching materials: 1.It is suggested to retain or provide complete teaching examples of the history of Biological Sciences;2.It is suggested to improve the brief information introduction of Chinese scientists;3.It is suggested to appropriately increase the number of female scientists when possible;4.It is suggested to make every book and chapter alive when possible The distribution of the history of science is more balanced.In terms of application strategies:1.Specialization of teaching preparation for the history of science;2.Flexibility of classroom teaching methods for the history of science;3.Diversification of access to the history of science;4.Diversification of teaching evaluation for the history of science.