Practical Research On Cultivating Students’ Scientific Inquiry Ability In Biology Teaching Of Senior High School Based On HPS Education

In the "General High School Biology Curriculum Standards(2017 edition,revised in2020)",the Ministry of Education clearly proposed to pay attention to the cultivation of high school students’ scientific inquiry ability and pay attention to the teaching of science history and the nature of science.HPS education is a new educational paradigm which integrates the history of science,the philosophy of science and the sociology of science.It can transform the traditional teaching mode of the history of biological sciences classroom,conform to the requirements of the new curriculum standards and the practical needs of cultivating scientific inquiry ability.In addition,the PPE version of high school biology textbooks contain a large number of resources on the history of science,philosophy of science and sociology of science,which provides feasibility for the development of HPS education.Therefore,this study attempts to carry out biology teaching in senior high school based on HPS education in order to cultivate students’ scientific inquiry ability.This study used literature research method,questionnaire survey method,educational experiment method and interview method to conduct theoretical research and practical exploration.First of all,consulted the literature on HPS education and scientific inquiry ability.It was found that there was not much systematic research on the specific discipline of HPS education to cultivate students’ ability in a certain aspect.And there were even fewer studies on the application of HPS education to cultivate scientific inquiry ability.Therefore,tried to combine constructivist learning theory and "learning by doing" theory to implement HPS education in high school biology classroom to cultivate scientific inquiry ability,and explored its specific impact.Secondly,through the questionnaire survey to understand the current status of HPS teaching in high school biology classrooms from the perspective of students,and investigated the cognition and practice of front-line biology teachers on the cultivation of scientific inquiry ability in HPS education.It laid the foundation for reconstructing the HPS teaching process and teaching design.Thirdly,sorted out the HPS resources contained in the PEP version of high school biology textbooks promulgated in 2019 and reconstructed the HPS teaching process based on the integration model of Monk and Osborne.Finally,a four-month teaching practice was carried out by setting up HPS teaching class(experimental class)and regular teaching class(control class),and the results of student questionnaires,test papers,monthly test scores and interviews were used to evaluate the teaching effect.The study draws the following conclusions.First,current biology teaching in senior high school does not pay enough attention to HPS.Second,the scientific inquiry ability of senior high school students needs to be improved.Third,the implementation of HPS education in high school biology teaching is beneficial to cultivate students’ scientific inquiry ability.Fourth,the implementation of HPS education in high school biology teaching needs to be promoted and improved.In order to better implement HPS education in the future and give full play to its educational value,five teaching suggestions are put forward for high school biology teachers.First,use the HPS teaching mode flexibly.Second,make full use of multimedia equipment.Third,the teaching process highlights the inquiry.Fourth,focus on problem guidance and cooperative learning.Fifth,establish the HPS resource library.