The Research For The Training Of Scientific Thinking In The Biology Teaching Using The Micro Media Lesson Infiltrated With The Biological History

Scientific thinking is an important part of the core literacy of biology,and the history of biological science contains a lot of scientific thinking and methods.Taking micro-courses as the carrier to carry out the teaching of the history of biological sciences with rich content will help penetrate scientific thinking and promote the implementation of science education.This research combines the self-created micro-course on the history of biological sciences to carry out high school biology teaching,and evaluates the effectiveness of this teaching method in improving students’ scientific thinking.The following research results are obtained:1.10 micro-courses on the history of biological sciences are developed and produced and can be used in high school biology teaching.（1）The principle of streamlining the integration of science history resources and the principle of micro-lecture production are formulated focusing on reducing students’ cognitive load;（2）Following the principles of literacy orientation and scientific correctness,the textbooks of Compulsory 1 and 2 that are conducive to cultivating scientific thinking are included.The content of the history of science is integrated with the collected extracurricular related historical materials to form a rich resource of the history of science;（3）Based on the principles of focusing on objectives,making good use of the media and being close to students,the general process of micro-course design and production are summarized.Taking the integrated bioscience history resources as the content,10 vivid and interesting micro-course scripts and videos on the history of biological sciences that focus on improving scientific thinking have developed.2.The evaluation of the effect of the micro-course on the history of biological sciences in cultivating scientific thinking in high school biology teaching are completed.（1）An evaluation plan was established by compiling a questionnaire of scientific thinking dimension with good reliability and validity,and a scientific thinking level test paper and scoring standard based on the SOLO classification theory;（2）Class 1 and Class 3 of senior one in Taizhou Affiliated Senior High School of Beijing Normal University were selected as the research object,and I carried out differentiated teaching for chapters such as "Structure and Function of Cell Membrane","Principle and Application of Photosynthesis" and "Mendel’s Pea Hybrid Experiment（1）".Routine teaching was implemented in the control class 1,and the experimental class 3 was taught in combination with the self-created micro-course of the history of Bioscience;（3）The relevant questionnaires and test papers are distributed before and after the differentiated teaching,and the students’ scientific thinking dimension and level are pre-tested and post-tested,and the experiment is compared.The data of the experimental class and the control class are used to analyze and evaluate the development of students’ scientific thinking.The results of this study show that:1.The micro-course on the history of biological science develops students’ scientific thinking in different dimensions in high school biology teaching,and strengthens students’ ability to summarize,analyze,reason,and think critically;at the same time,it deepens students’ understanding of biological knowledge and improves the overall scientific thinking level of students;2.The results of the survey on the satisfaction and quality evaluation of the micro-lectures carried out by the students in the experimental class show that the teaching method combined with the micro-lectures on the history of biological sciences strengthens the students’ willingness to learn independently and enhances students’ interest in learning.Through the development and production of micro-courses on the history of biological sciences,this research realizes the organic integration of the content of the history of biological sciences and the form of micro-courses,and optimizes the teaching of the history of biological sciences in high schools.The research also completes the quantitative evaluation of students’ scientific thinking,and confirmes the effectiveness of cultivating scientific thinking in the micro-course of biological science history,and provides reference for the development and production of micro-course on the history of biological sciences and their application in high school biology teaching.