A Practical Research On The Influence Of "Explicit Reflective" Teaching On The View Of The Nature Of Science Of Senior High School Students

With the development and progress of The Times,the theme of education development is constantly changing,and the public is paying more and more attention to the scientific literacy of students.An important channel for the development of scientific literacy is scientific education.Therefore,the requirements of science education are constantly upgrading.The requirements for students are no longer just memorizing knowledge from books,but paying more attention to students’ in-depth understanding of science,including whether students have a correct understanding of the nature of science.And what teaching strategies teachers can use to help students establish a correct view of the nature of science(the concept formed from the understanding of the nature of science),which is one of the important issues in the current science education research.The research on the nature of science in foreign countries has been relatively mature,there are more theoretical and empirical studies,and have obtained relatively rich research results.However,the research on the nature of science in our country started late,most of the research stays at the level of theoretical research,and there are shortcomings in the empirical research.Based on this,after combing domestic and foreign literature and materials related to the connotation of the nature of science and teaching practice,this study firstly determines the connotation of the nature of science and selects a questionnaire which conforms to Chinese national conditions and can truly reflect the level of high school students’ view of the nature of science.Using this as a measuring tool,we can understand the current situation of high school students’ view of the nature of science.And try to make attribution to students’ understanding of the current situation.Secondly,based on this data,the specific content of the nature of science that students need to improve is determined,and a "explicit-reflective" teaching framework integrating science history,scientific inquiry activities and social science issues is built.Teaching activities are designed according to the teaching framework and teaching practice is carried out in high school biology class for 3 months to explore the influence of "explicit-reflective" teaching on high school students’ view of the nature of science.Finally,the research results are analyzed and summarized,and the following conclusions are drawn:(1)The current situation of high school students’ view of the nature of science has not reached the ideal state.Through the analysis of the pretest data,it is found that students’ understanding level of different factors under different dimensions is obviously different.The reason for this phenomenon can be attributed to the late start of the nature of science education in China and the few empirical studies.The content arrangement of textbooks is mainly recessive(it does not clearly indicate the connotation of the nature of science)and teachers’ insufficient awareness of the nature of science teaching in teaching.(2)"explicitly-reflective" teaching can promote the development of students’ views on the nature of science.After the teaching practice of "explicitly-reflective" for3 months,students’ views on the nature of science before and after measurement are quantitatively analyzed by means of average analysis,difference analysis and descriptive statistical frequency analysis.It is found that students in the experimental class have significantly improved their understanding of all dimensions of the nature of science compared with students in the control class.It can be seen that "explicitly-reflective" teaching has an obvious promoting effect on the development of students’ view of the nature of science.