The Research And Practice Of Using The History Of Science To Improve The Efficiency Of High School Biology Classroom Teaching

The 2017 edition of the General High School Biology Curriculum Standards puts forward clear requirements for the design of teachers’ teaching contents in the section of "Implementation Suggestions",and front-line teachers should pay attention to students’ learning of the history of biological science in actual classroom teaching.The study of the history of biological sciences allows students to understand the nature of science and the ideas and methods of scientific research,and to learn the spirit of scientists’ dedication to science,which is conducive to the development of students’ core literacy in biology.In the latest round of biology textbooks,many new contents of the history of science have been added,and more and more educators are now paying attention to the study of the history of science,and they gradually realize that the history of science is a valuable resource for students’ learning.However,in actual teaching,the situation of teaching the history of science is not optimistic: teachers and students put most of their time and energy on the comprehension and mastery of key knowledge in books and are not willing to spend extra time to learn the content of the history of science.Therefore,the author will investigate the current situation of teaching history of science in high school biology in Wuhan in order to find out the problems in the teaching process and find corresponding solutions to improve the teaching efficiency of the classroom.This study is based on Piaget’s constructivist learning theory,Bruner’s discovery learning theory and HPS learning theory,and adopts various methods such as questionnaire survey,interview method and literature method.Combining the requirements of biology curriculum standards and reading relevant literature,we developed a questionnaire on the current status of teaching the history of biological sciences,and distributed,collected and interviewed questionnaires to front-line teachers and students in the classes we taught.We also designed and implemented practical teaching cases,observed the changes in students’ emotion and learning before and after teaching history of science,and proposed reasonable teaching suggestions and measures.According to the analysis of the results of questionnaires and interviews,it can be seen that after a period of teaching history of science,students have a deeper understanding of the history of biological science,and their learning interests and attitudes have been positively changed,but there are still some students who are not interested in the knowledge of history of science and cannot recognize the educational value of history of science.Of course,this is related to the correct guidance and active education of teachers.Teachers’ teaching level and professionalism affect both teachers’ teaching and students’ learning.Most of the teachers pay more attention to the development of students’ thinking and creative abilities,but in the face of class schedules and examination pressure,it is difficult for teachers to implement the history of science teaching in the classroom.This study investigates the current situation of history of science teaching and proposes relevant countermeasures to improve the efficiency of classroom teaching.The author makes the following suggestions: First,students should be made aware of the importance of history of science knowledge and provided with various ways to obtain history of science materials.Second,teachers’ training related to the history of science should be strengthened,and teachers should be encouraged to adopt a variety of teaching formats for teaching the history of science.The author also designed relevant cases of teaching history of science for teaching based on these countermeasures,in order to enhance the efficiency of classroom teaching and promote students’ learning.It is also hoped that it can provide a reference for front-line teachers’ teaching.