Practical Research On Cultivating Scientific Thinking Ability By Teaching Biological History Of Science

Scientific thinking is one of the core qualities of biology.How to train students to have good scientific thinking has become a hot and difficult point for educators.And in the(2017 edition)General Senior High School Biology Curriculum Standards proposed a way to cultivate students’ scientific thinking-the history of biological science.It is a challenge and task for all biology teachers to make rational use of the teaching of history of science to cultivate students’ scientific thinking ability.At present,there is little practical research on how to cultivate students’ scientific thinking ability in the teaching of biological science history in senior high school.Based on(2017 edition)Curriculum Standards for Biology in Ordinary Senior High Schools,and for the purpose of cultivating the ability of scientific thinking,and in combination with the characteristics of the teaching of the history of biological science in senior high schools,the author designs an exploratory teaching method of the history of science,aiming at enabling students to better understand and master the basic concepts,methods and laws of scientific thinking,so as to enhance students’ ability of scientific thinking.First of all,based on a large number of literature,the author expounds the history of biological science,scientific thinking ability and other related concepts,and analyzes the elements of biological thinking ability.The contents of science history in2019 edition of PEP high school biology textbook are analyzed and sorted out from five dimensions of scientific thinking.Secondly,the author uses the questionnaire method to investigate the current situation of biology teachers in Tongzi No.1 Middle School in Guizhou Province who use biological history of science teaching to cultivate scientific thinking ability.The results show that although the biology teachers in the school clearly realize that it is effective to use the history of science to cultivate students’ scientific thinking ability,the actual history of science teaching has not found a suitable teaching method and other reasons to cultivate students’ scientific thinking ability,resulting in the classroom of history of science being superficial,and the educational role of history of science education has not been fully played.At the same time,in the student questionnaire survey,it is found that students have a desire to learn the scientific methods,scientific thinking and scientific thinking contained in the history of science.Finally,the author takes two parallel classes in Grade One of Tongzi No.1Middle School in Guizhou Province as teaching practice objects to conduct practical research on the cultivation of scientific thinking ability in the teaching of history of science.In the history of science class of the experimental class,the "history of science inquiry" teaching method is adopted as a whole,and the "history of science inquiry" teaching steps and concepts are combined.Taking the required course 2 of senior high school biology textbook of 2019 People’s Education Press as an example,the history of science teaching case is designed to integrate the use of history of science to cultivate scientific thinking ability;The history of science class of the control class adopts the traditional teaching method.Through a semester of teaching practice,using the thinking level scale and scientific thinking test questions as evaluation tools,we tested the changes in thinking before and after the practice of the experimental class and the control class.We found that with the advancement of the "history of science inquiry" teaching,the students in the experimental class have made significant progress in scientific thinking,and their scientific thinking ability has been significantly improved,This shows that the "history of science inquiry" teaching method is suitable for cultivating students’ scientific thinking ability.The teaching cases and thinking test questions used in teaching practice can provide real and effective reference information for front-line teaching.