Practical Research On Developing Scientific Thinking Of High School Students Based On HPS Teaching Mode

HPS education is a popular science education paradigm that organically integrates the relevant contents of the history of science,philosophy of science,and sociology of science into the teaching process of science courses.It focuses on the history of biological science as the main context of teaching activities,advocates the use of the insights of philosophy of science to guide students to establish a scientific spirit,form a view of the essence of science,emphasize the effective application of the knowledge of sociology of science to develop students’ innovative thinking,and promote the formation of students’ scientific thinking.As one of the important contents of the core literacy of biology in high schools in China,scientific thinking is an indispensable super ability of every student in daily life and future study life.As a good carrier for the development of students’ scientific thinking,the history of science plays a pivotal role in it,if the teaching of history of science is organically integrated with HPS educational ideas,it will greatly promote the promotion and improvement of learners’ scientific thinking.Therefore,integrating the HPS teaching model into the high school biology classroom teaching is of great significance for cultivating the scientific thinking and scientific spirit of the educated.The author attempts to apply the HPS teaching model to the high school biology classroom learning,and verifies whether the model can promote the improvement of learners’ scientific thinking,so as to provide teaching reference for other education researchers.This study first analyzes and summarizes the literature related to HPS teaching and scientific thinking at home and abroad through literature research,understands the latest research status of domestic and foreign scholars,and strictly defines the relevant concepts of HPS teaching and scientific thinking,and organically integrates the related theories.Secondly,based on the standards of China’s high school biology curriculum,the nature of biology subjects and the age characteristics of high school students,and with the early domestic and foreign scholars as a reference,a new HPS teaching mode that is more suitable for high school biology classroom teaching is constructed,and individual representative contents in the compulsory high school biology textbook "Molecules and Cells" are selected to try to design cases and carry out teaching practice.Thirdly,based on the actual situation of students in probationary schools,the questionnaire survey method was used to investigate the current situation of students’ scientific thinking in high school biology classroom teaching and collect data in a timely manner.Finally,by analyzing students’ questionnaire scores and test scores,the changes of students’ scientific thinking level in the experimental group and the control group before and after HPS teaching were compared.The results of practical research show that the effects of developing high school students’ scientific thinking based on HPS teaching mode are as follows: First,classroom teaching based on HPS teaching mode can effectively develop the profoundness,flexibility,criticality,agility and originality of high school students’ scientific thinking.Second,compared with the conventional teaching mode,the HPS teaching mode can promote the profoundness,flexibility,criticality and agility of students’ scientific thinking,and the development effect of originality is not very significant.Third,the HPS-based teaching model can not only improve the scientific thinking of high school students,but also improve students’ problem-solving ability,thereby promoting the improvement of students’ academic performance.