Promoting The Development Of Students’ View Of Scientific Essence Based On HPS

With the development of economic globalization,the international education community pays more and more attention to the education of students’ scientific essence,and the science curriculum standards of countries all over the world have made the education of scientific essence as one of the important objectives of the science curriculum,and at the same time,China published in 2107 the"Ministry of Education of the People’s Republic of China.In addition,the "General High School Physics Curriculum Standards(Revised 2020,2017 Edition)"(hereinafter referred to as "the new standards")also put forward the nature of science and included it in the core literacy of "scientific attitude and responsibility".This paper presents a case study on whether HPS education can promote the development of students’ views on the nature of science.Chapter 1 summarizes the background of the study,the HPS education approach,and the nature of science by reviewing relevant materials and literature,and explains the need for this study and the content of the study.Chapter 2 defines the concepts of scientific essence,scientific essence concept,and HPS educational approach,and also selects constructivist theory,comprehensive development theory,humanist theory,and educational reenactment theory as the theoretical basis for this study,and explains the supporting role of the theoretical basis for this study.The third chapter focuses on whether physics teachers can pay attention to the content related to the essence of science in the contemporary physics teaching process,and the current situation of students’ development of scientific essence concept to conduct an interview survey,and at the same time to develop a relevant evaluation scheme based on Liu Jianzhi’s scientific essence assessment criteria and the division of the five levels of scientific essence in the New Curriculum,so as to prepare for the assessment at the later stage of the study.Chapter 4 adopts the case study method to construct a teaching case design based on the HPS educational method to promote the development of students’ scientific essence view and implement it.Among them,"Newton’s First Law","Experiment:Investigating the Relationship between Acceleration and Force and Mass" and "Supergravity and Weightlessness" are practical cases,and "Centrifugal Motion" and "Pressure of Liquids" are only teaching designs to provide relevant teaching ideas for front-line teachers.Chapter 5 is the analysis and summary of the practice of this research case,which is measured from four aspects:analysis of after-class homework,final grades of experimental classes,questionnaires and student interviews,respectively,and concludes that the HPS education method can,to a certain extent,improve students’ knowledge about science,change some students’ attitudes about the history of science,correctly view the relationship between science and technology,science and morality,and promote students’ view of the nature of science development of science.Chapter 6 is a reflection on the shortcomings and outlook of this study.