Case Design And Practice Of High School Chemistry Based On HPS Teaching Model To Develop Students' Scientific Essenc

Since the 21 st century,with the implementation of a new round of basic education curriculum reform,science education in China has also received significant attention.Chemistry education,as one of the science education,also undertakes the task of teaching the nature of science,such as in the General High School Chemistry Curriculum Standards(2017Edition),which clearly points out the teaching objective of promoting the development of students’ view of the nature of science.Through the research,it has been found that the current teaching methods to enhance students’ view of the nature of science in high school chemistry are mostly based on teaching the history of chemistry,but in the actual teaching process it is found that most teachers only use the history of chemistry as a classroom introduction material to stimulate students’ interest or as a supplementary means of teaching content,failing to give full play to the value of the history of chemistry in cultivating the nature of science.The HPS teaching model,as one of the recognised ways to implement students’ view of the nature of science in science education,is based on constructivist theory and integrates the history of science,philosophy of science and sociology of science into the classroom,which can fully explore the intrinsic value of the history of science and present the dynamic process of scientific knowledge in order to improve students’ understanding of the nature of science.Therefore,the aim of this paper is to apply the HPS teaching model to the teaching of high school chemistry as a research theme,and to develop and practice cases through the integration of the proposed teaching strategies with the HPS teaching model,with a view to promoting the development of students’ views on the nature of science.This paper is divided into the following main parts:Firstly,a review of the literature related to the essential view of science and HPS teaching at home and abroad is conducted,on the basis of which the research content of this paper is determined and the research methodology,research significance and research ideas are proposed.Secondly,the core concepts of HPS education,HPS teaching model and scientific essence concept are defined,while constructivist learning theory and humanistic learning theory are selected as the theoretical basis of this study,and the relationship between the theoretical basis and this study is elaborated.Thirdly,a student questionnaire survey and teacher interviews are conducted to understand the current development of high school students’ view of the nature of science and to understand the current needs and implementation of teachers’ teaching of the nature of science,and to use this as a starting point for the implementation of teaching strategies for chemistry using the HPS teaching model.Based on the proposed teaching strategies,two case studies were developed on the topics of "Redox reactions" and "Chlorine and its compounds".Fourthly,the two case studies were tested for their effectiveness in applying the proposed teaching strategies to the HPS teaching model,using the change in students’ level of understanding of the nature of science before and after the teaching practice as an indicator.The analysis of the data shows that the three dimensions of the students’ scientific essence and their overall scientific essence have significantly increased after the implementation of HPS,and there is a significant difference in the students’ scientific essence levels before and after the experiment.The results of the interviews with the students also showed that the majority of the students had a high and positive opinion of the HPS teaching model,thus indicating that the HPS teaching mode has a certain effect on the development of the students’ view of the nature of science.