Research On Using The History Of Biological Science To Develop Students' Scientific Inquiry

Under the background of the new round of teaching reform and the reform of college entrance examination pattern,the "knowledge-oriented" education mode has been unable to meet the development needs of students.The cultivation of scientific inquiry ability has become the focus of basic teaching.As a good teaching material.the history of biological science can not only stimulate learning interest,but also compensate for the lack of laboratory time for teaching,and cultivate students'core literacy from the level of historical knowledge.In order to eexplore the educational value of the history of science and find a good means to cultivate students' scientific inquiry,this paper developed the teaching design and practice of using the history of science to cultivate students' scientific inquiry ability.provides a teaching reference for teachers.This paper laid the theoretical foundation for this study by reading extensive literature and defining the concepts of the history of biological sciences and the capacity for scientific inquiry.The author investigated the learning of the history of biological sciences and the level of scientific inquiry among senior students.and the results showed that students had high interest in the history of science materials and a strong sense of value identity-but a weak level of scientific inquiry.At the same time,it was found that teachers taught the history of biological sciences in a single method which provided feasible evidence for the successful development of this study.Based on the theory:the author designed a cooperative inquiry teaching strategy to cultivate students' scientific inquiry ability by using the history of science,and chose two classes of senior one to carry out teaching practice.In the research.the history of biological science materials of the compulsory module of the new high,school biology textbook were sorted out and analyzed:and the content suitable for cultivating scientific inquiry ability was screened out.Finally,the teaching design was carried out in the two sections"Principles of Photosynthesis" and "Genes on Chromosomes".The results of the study show that the use of history of science for cooperative inquiry teaching can facilitate the cultivation and development of students' scoentific inquiry skills to a certain extent.Students' ability to ask questions and design experiments has increased significantly.The method is more effective in teaching students with poorer foundation,helping them to construct a conceptual system,promoting their overall improvement,and enriching the classroom teaching methodThrough teaching practice and reflection,the following conclusions are put forward:Teachers should strengthen their own scientific literacy,enrich their knowledge,and pay attention to students' subjectivity and dominance in the teaching process.If teaching conditions permit,teachers should try diversified teaching methods and evaluation methods to promote students' all-round development.At the same time,some problems were ideotified in this such as the small sample size and the short duration of the experiment,with a view to improving it in subsequent teaching studies.