Research On The Teaching Status Of History Of Biology Science In Senior High School

Under the background of the new era,the society has higher and higher requirements for personnel training.Learning and understanding the history of science is one of the important goals of quality-oriented education.In the part of the implementation suggestions,"Biology Curriculum Standards for General Senior High Schools(2017Edition)" puts forward that we should pay attention to the study of the history of science and the nature of science,and in the latest round of compilation of biology teaching materials,a larger content on the history of biology science is added.Therefore,it is very necessary to guide students to explore the value of the history of science in the classroom teaching.According to literature research,the teaching situation of history of science is not optimistic: neither teachers nor students are willing to spend extra time to learn and understand the knowledge of history of science,or only regard the content of history of science as the examination point of the college entrance examination,and "underline the key points" in the content.In recent years,there are few investigations on the teaching of history of science in Shandong.Therefore,the author chooses to investigate the current teaching situation of history of biology science in high schools in some areas of Shandong,to find out the problems and the causes of the problems,and to put forward corresponding suggestions,countermeasures and design suitable teaching cases.This research has certain guiding significance to the teaching practice of front-line teachers.Based on the constructivist learning theory,Ausubel’s meaningful learning theory,HPS education theory and discovery learning theory,the author used literature research,questionnaire survey,classroom observation,interview and other methods to carry out research.Firstly,combining the history of science and the nature of science listed in the curriculum standards of biology,with reference to domestic and foreign research results,the concept of history of science is defined,and based on this,a questionnaire is compiled to investigate the teaching application level of history of science of biology.Then select schools and classes to distribute,collect and analyze questionnaires so as to find out problems and explore the causes;In order to increase the reality of the questionnaire survey,the author chooses to interview front-line teachers and record and analyze their current teaching situation of the history of science.Suggestions are put forward and suitable teaching cases are designed.Questionnaire survey results show that teachers and students now pay more attention to the history of science than before,but there are still some students are not interested in the history of science knowledge,can not realize the educational value of the history of science knowledge.Of course,this is corresponding to the attention of teachers,teachers rarely guide the part of learning or deal with the explanation like a cursory glance,then students will not pay attention to this aspect of learning.In addition,it is closely related to the development philosophy of the school.Through interviews with teachers,it is found that most teachers pay more attention to the development of students’ thinking ability and innovation ability,but sometimes they are constrained by practical conditions.For example,the teaching pressure is increasing and the class hour arrangement is more tense.This study finds that there are still problems in the teaching of history of science through the investigation of the current situation.According to these problems,the author puts forward three suggestions: First,students should correctly understand the educational value of history of science and take the initiative to acquire relevant knowledge by making full use of resources;Second,teachers should carefully design and actively carry out the teaching of history of science,guide students to learn by using a variety of teaching forms,and set up the concept of lifelong learning and not miss the opportunities of collective learning or training.Third,schools should implement the history of science teaching or experimental courses,do not let the experimental courses become "on paper",and actively create an atmosphere for the study of history of science.In addition,normal colleges should increase relevant courses to train future teachers.According to these countermeasures,the author designs corresponding cases to penetrate the content of the history of science.In view of the problems found in the survey and the suggestions put forward by the author,I hope to have theoretical and practical significance.