Research On The Application Strategy And Practice Of HPS Teaching Model In High School Chemistry Teaching

HPS(History,Philosophy and Sociology of Science)education refers to the education that infiltrates HPS content(the history of science,philosophy of science and sociology of science)in the educational process,with the aim of improving people’s scientific literacy.Integrating into the subject of chemistry is to introduce the history of science,philosophy of science and sociology of science through the HPS teaching model in the process of chemistry teaching,so as to achieve the purpose of cultivating students’ core literacy in chemistry.Based on the existing HPS model,in this paper we explored the HPS model that meets the characteristics of high school chemistry,studied the teaching strategy of the model,and selected a part of the compulsory content of high school chemistry for teaching design and practice.I mainly used the literature method,questionnaire method,interview method and experimental method to conduct research in this paper.Firstly,the research background of HPS education and the research status at home and abroad were analyzed and summarized by bibliographic method,and the theoretical basis and core concepts of HPS education were defined on this basis.Then,high school students studying in two high schools in Fuyang City were selected as the survey subjects,and survey questionnaires were distributed to students to understand their understanding of HPS education,and six high school chemistry teachers who worked in a certain high school were interviewed to understand the implementation of HPS education in high school chemistry classrooms.Then,by analyzing the survey results and combining the existing HPS models,a new HPS teaching model that meets the cognitive characteristics of high school students and the characteristics of high school chemistry subjects was designed,and teaching strategy suggestions were proposed.On the basis of this model,the design teaching cases of "Redox Reaction" and "Sodium and Its Compounds" were selected,and teaching activities were carried out in experimental classes.Finally,the teaching effect questionnaire survey was carried out for the two parallel classes’ students and the teaching evaluation scale was distributed to the teachers who attended the class,and the differences in learning interest,learning status in class,understanding of HPS content and chemistry core literacy of the two classes were compared,and practical results were obtained.The practice results show that compared with the students in the control class,the students in the experimental class have significantly improved their interest in chemistry learning,the learning state in the class is more active,the understanding of knowledge is more in-depth,they can think about problems from a philosophical perspective,they can better appreciate the connection between chemistry and society,and the core literacy of chemistry has also been improved,but the effect is not particularly obvious,and it takes long-term teaching practice to see the gap in core literacy level,and the overall teaching effect has been significantly improved.Teachers also have a deeper understanding of HPS education,and most teachers are willing to dig more HPS materials and introduce more HPS content in the future teaching practice.