The Use Of The History Of Life Sciences To Cultivate Students’ Concept Of Life

Driven by the national basic education curriculum reform,the Ministry of Education issued a new "Biology Curriculum Standard for Ordinary High School" in2017.The most interesting "new" of the newly revised curriculum standards is that it condenses the core quality of the discipline.The curriculum standard points out that the core quality of a discipline is a concentrated expression of the value of discipline education,which enables students to gradually form correct values,essential qualities and key abilities through discipline learning.The core literacy of biology includes the concept of life,scientific thinking,scientific inquiry and social responsibility.Among them,the concept of life is the core quality that can best reflect the nature of high school biology.How to cultivate students’ concept of life? The new curriculum standard points out that science is a process of development.Learning the history of life science can help students follow the steps of scientists to explore the life world,understand the nature of science and the ideas and spirit of scientists,which has a positive educational significance for learners to form correct ideas,including the concept of life.At present,the research on the concept of life mainly focuses on the cultivation strategy and teaching practice,and lacks the teaching research on the use of life science history to cultivate the concept of life.At the same time,the Sichuan region where the author is located is about to enter the ranks of the new college entrance examination.Under this background,the research on the cultivation of the concept of life in Sichuan is also relatively lacking.Therefore,this paper mainly takes Sichuan as an example to study how to cultivate students’ concept of life by using the history of life science.Firstly,the theoretical basis of using life science history to cultivate life concept is summarized and combed;It also analyzes and defines the four core concepts of students’ development core literacy,biology core literacy,life concept and life science history,among which the life concept mainly includes: "structure and function concept,evolution and adaptation concept,steady state and balance concept,material and energy concept,system concept,information concept,etc.",and makes a summary analysis in turn.Then,we investigated the current situation of life concept cultivation among senior high school front-line teachers in Sichuan through questionnaires,and found that:(1)Front-line teachers often feel lack of relevant theoretical knowledge when they cultivate the concept of life;(2)Front-line teachers’ awareness of cultivating the concept of life is not enough;(3)Front-line teachers often feel the lack of life concept training strategies.And combined with the teaching practice,the author puts forward the improvement plan:(1)It is suggested to appropriately strengthen the learning and training of teachers’ life concept related theoretical knowledge;(2)Sort out the concept of life contained in the history of science in the textbooks;(3)Summarize the teaching strategy of life science history to cultivate life concept.Then,according to the research process of scientists on the laws of biological phenomena and the cognitive order of biological knowledge that students need to master,the author combed and summarized the concept of life permeated in the history of life science,which is compulsory and optional compulsory in the 2019 version of the new senior high school biology textbook,in order to strengthen teachers’ awareness of cultivating the concept of life by using the relevant history of science in teaching.Furthermore,through interviews and discussions with experts including senior teachers and municipal teachers and researchers,as well as a large number of reading literature,and combining with my own practice,I summarized the teaching strategies of using the history of life sciences to cultivate the concept of life:(1)using the history of life sciences to construct models and cultivate the concept of life;(2)Using the history of life science to create real situations and cultivate the concept of life;(3)Using life science to carry out concept teaching and cultivate the concept of life;(4)Cultivate the concept of life through experiments to reproduce the history of life science.Finally,taking the teaching strategy of using the history of life science to create a real situation as an example,we designed a teaching case for Cell is the basic unit of life activities,and then carried out a three-month teaching practice.After teaching practice,through interviews with students,it is found that using life science history to set up problem situations in teaching can effectively stimulate students’ interest in learning and guide students to think positively.Through thinking and solving these problems,students can understand the facts and laws related to biology,and then understand various concepts in biology,and form corresponding life concepts based on understanding concepts,At the same time,it also helps students gradually understand the nature of science and improve the core quality of biology.