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一、运用生物科学史,实施探究式学习生物科学的发展离不开生物科学史,生物科学史记载着很多重要的生物发现之具体过程,也是引导高中生认真学习生物、积极探究生物之良好素材。鉴于此,高中生物教师可以运用生物科学史来实施探究式学习。比如,在介绍细胞这个知识点时,笔者就将英国学者胡克发现细胞过程在课堂上介绍给高中生,高中生听完体会到胡克的发现对细胞学之建立与发展具有重大意义。在介绍光合作用这个知识点时,将英国化学家普利斯特列发现光合作用的探究史做出PPT,在课堂上向学生展示。高中生在这些探究史中了解到了科学成就,发现了科学探究的重要性,也培养了良好的科学探究态度。
First, the use of biological history of science, the implementation of inquiry-based learning The development of biological science can not be separated from the history of biological sciences, biological history of science records many important biological discovery of the specific process, but also to guide high school students to carefully study biology, and actively explore biological good material . In view of this, high school biology teachers can use the history of biological science to carry out inquiry-based learning. For example, when introducing the knowledge of cells, I introduced the British scholar Hookeh’s discovery of cell processes to high school students in class. After listening to Hokkur’s findings, Hooker’s discovery is of great significance to the establishment and development of cytology. In introducing the knowledge of photosynthesis, the British chemist Priestley discovered the history of the discovery of photosynthesis and made it available to students in class. High school students understand the scientific achievements in these explorations, discover the importance of scientific inquiry, and cultivate a good attitude towards scientific inquiry.