Application And Research Of Inquiry Teaching Of Biology In Senior High School Based On HPS Teaching Mode

At present,the issue of inquiry teaching in China have receive considerable attentions,but there are still problems in the practical application of inquiry teaching,such as difficulty in carrying out and limited class hours.HPS education pays attention to the value of philosophy of science and sociology of science of scientific historical materials,and its teaching mode has some similarities with inquiry teaching,which provides a new idea for the implementation of inquiry teaching.This study is mainly aimed at the problems such as the low rate of exploratory teaching,the low integration of HPS education,and the lack of discipline for teachers to integrate into HPS education to carry out exploratory teaching in high school biology.In view of the issues mentioned above,we use the methods of literature analysis,questionnaire survey,and case teaching to analyze,with the aim of providing new ideas for the implementation of exploratory teaching,and attaches importance to bringing into play the easily overlooked educational values of philosophy of science and sociology of science in scientific historical data.The research content is roughly divided into the following six parts:The first part is introduction.Analyze the background of the topic selection,and analyze the current situation of HPS education and exploratory teaching at home and abroad through literature review.The second part defines relevant core concepts and proposes theoretical basis.The third part investigates and analyzes the current situation of HPS education and inquiry teaching through a questionnaire survey.The fourth part analyzes the internal relationship between HPS education and exploratory teaching from three levels: teaching purpose,teaching links,and teaching characteristics,and combs out relevant HPS resources in textbooks that can be linked to exploratory teaching.Reconstruct the "three line-four segment" teaching framework,propose teaching strategies such as using micro video to create situations,and take "Plant Auxin" as an example for teaching design.The fifth part is the effectiveness test.In a certain school in Nanchang,two classes with similar teaching situations in the field of biology were selected for practice.Through a questionnaire survey on the concept of scientific essence,the changes in the four dimensions of students’ scientific relativity,creativity,social/cultural influence and infiltration,and diversity of scientific research methods were understood,and the impact of high school biology exploratory teaching based on the HPS teaching model on students’ concept of scientific essence was tested.The conclusion is that conducting exploratory teaching in high school biology based on the HPS teaching model has a certain promoting effect on the development of students’ scientific essence.The sixth part summarizes the research content,summarizes the research deficiencies,and proposes prospects.