| The "big concept" is at the center of the subject and is the main line of the course content,which can improve students’ learning efficiency.The scientific history contains scientists for knowledge exploration,and scientific research methods and design ideas are very important teaching resources.Due to the inheritance and innovation of scientific research,presenting the origin and development of concepts with the help of historical materials of science is not only conducive to promoting the construction of students’ conceptual systems,but also effectively implementing the teaching concepts of the new curriculum standards,so that students can grasp the overall understanding of biological subjects.It is beneficial to improve the core literacy of biology.After collecting a large number of related literatures and combined with the detailed interpretation of the new curriculum standard,the research status of domestic and foreign research on the history of the big concept teaching and the history of biological science has been defined and related concepts.Then use the questionnaire research method,practice research method,etc.,investigating and practical research on the development of high school biology concept teaching based on scientific history.During the study,the author uses the designed questionnaire to investigate and interview some of the teachers and students of the internship school to understand in detail the current situation of big concept teaching based on the history of Science in the biology classroom of senior high school.The survey found that there are currently the following problems in the current high school biological classroom.First,some teachers do not pay enough attention to the history of science,resulting in the inability to give full play to the educational value of the history of science;Second,there is a certain predicament in the teaching of big concepts in high school biology classrooms.Many teachers do not know how to select and present the teaching content of the history of science,and do not develop and utilize the materials of the history of science at a deeper level;Third,use the scientific history of scientific history to carry out a single,lack of effective scientific teaching strategies,so that the biggest advantage of this strategy cannot be used.Based on the above problems,several approaches are proposed to carry out the teaching of high school biology concept based on the history of science:(1)Use the history of biological sciences to stimulate students’ interest in biology;(2)Use the history of biological sciences to deepen students’ understanding of the concept level;(3)Use the history of biological sciences to enable students to understand the scientific spirit contained in the process of concept formation.The specific method is:(1)Introducing a new lesson using the history of science data;(2)Reproduce the process of inquiry using the historical data of science;(3)Guide students to build conceptual levels by using the history of science data.The practical results show that the teaching of big concepts based on the history of science can not only stimulate students’ interest in biology,but also help improve their biological performance.It can promote the construction of students’ conceptual system,and also play a certain role in cultivating students’ scientific thinking and inquiry ability. |
