HPS is the abbreviation of history of science and philosophy of science. With the development of sociology of science and the special relationship between sociology of science and science education, science educators bring sociology of science into HPS education. HPS has become philosophy of history and sociology of science, and its main content is to incorporate the relevant contents of history, philosophy and sociology of science into the science curriculum in order to improve the quality of science education. The fundamental purpose of HPS education is to understand the nature of science.

Second, HPS teaching mode

HPS teaching mode was put forward by Monk and Osborne. The basic premise of this teaching mode is that the subject to be studied must be a natural phenomenon studied by a scientist in the history of science. The teaching process of this model includes six links: ① Phenomenon demonstration; ② Introducing ideas; ③ study history; ④ Design experiment. ⑤ Presenting scientific concepts and experimental tests; ⑥ Summary and evaluation.

HPS teaching mode is an effective means to improve students' scientific literacy, so we urgently need to apply this teaching mode to biology teaching.

HPS education can construct biology teaching under the humanistic background. HPS biology education tells biological knowledge from the perspectives of history of science, philosophy of science and sociology of science, which adds humanistic color to natural science. Students not only learn biological knowledge, but also feel the eternal humanistic spirit and scientific literacy behind scientific knowledge, realize the unity of humanistic education and scientific education, and achieve the balance between humanistic education and scientific education. Third, the value of HPS in biology teaching

1.HPS education can improve students' understanding of biological knowledge. The application of HPS education in biology teaching will inevitably involve the basic concepts and principles of biology, but the advantage of HPS education lies in teaching students the context of biological knowledge (biological concepts, various assumptions and theories, etc.). ) instead of teaching students biological knowledge.

2.HPS education is conducive to the cultivation of scientific biological methods and the edification of biological ideas.

The history of biology shows the emergence and evolution of biological thought and theoretical system, and presents us with a brilliant and static picture of biological science. Therefore, students not only learn all kinds of biological conclusions, but also learn the background and conditions of these conclusions, thus being influenced by biological thoughts. The development of biology is accompanied by the progress of scientific research methods, so when we talk about the evolution and progress of biological ideas and theories, we will show students the scientific methods, thus cultivating students' scientific methods.

Fourth, teaching cases.

In fact, many high school biology knowledge can be taught by HPS.

1. Establishment of cell theory;

2. The discovery of enzymes;

3. The discovery of photosynthesis;

4. The discovery of auxin;

5. Discovery of genetic material.

Attachment: Teaching case of photosynthesis discovery process (from network)

Photosynthesis is the most important physiological activity in the life world, and the essence of photosynthesis is the transformation of matter and energy. It is found that the process of photosynthesis is the process of exploring the nature of material and energy changes in photosynthesis. According to the teaching mode of HPS, the teaching process of photosynthesis can be designed as follows.

1. Demonstration phenomenon

Teachers show the schematic diagram of plant photosynthesis through multimedia. The teacher has doubts: What is photosynthesis? What is the nature and mechanism of photosynthesis? On the basis of observing the pictures and answering the questions, the teacher further asked: Where do the nutrients for plant growth come from? Why can plants freshen the air? Where does the oxygen in photosynthesis come from? When did it come into being? This leads to problems and urges students to have a strong desire to explore.

Step 2 introduce the concept

Teachers guide students to express their views on the above-mentioned problems about photosynthesis. For example, the author collects students' thoughts on photosynthesis through interviews:

① Plants carry out photosynthesis during the day, absorbing carbon dioxide and releasing oxygen; Breathing at night absorbs oxygen and releases carbon dioxide, so plants don't absorb oxygen during the day.

② The stomata of plants are closed during the day and open at night, because plants need to absorb carbon dioxide during the day and don't need it at night.

(3) Because the soil lacks nutrients, plants need to talk about photosynthesis.

④ Branches not only absorb sunlight, but also absorb the heat of sunlight in photosynthesis.

⑤ When plants are covered with plastic bags, fog will be generated in the bags, which is carbon dioxide.

If you cover plants with plastic bags, you can't carry out photosynthesis, because the former takes away sunlight.

Study history

First, introduce some famous experiments in the history of science to students. For example, Van Helmont proved that plant growth is an experiment to obtain nutrients from water; Saks proved that green leaves produce starch in photosynthesis; Engelmann used cotton wool and aerobic bacteria to prove that oxygen is released from chloroplast, which is the place of photosynthesis of green plants. Rubin and Carmen used isotope labeling to prove that all the oxygen released by photosynthesis came from water. In teaching, students should understand the principles and purposes of these experiments and the originality of scientists in experimental design. For example, Saks left the green leaves in the dark for several hours before the experiment. what is the purpose? What is the purpose of engelmann temporarily loading Spirogyra and aerobic bacteria in a dark environment without air? What is the purpose of the contrast experiment between darkness (local illumination) and exposure? What is the principle of isotope labeling used by Rubin and Carmen, and so on.

Secondly, guide students to discuss and summarize these scientists' research on photosynthesis. The following table:?

Turn left | turn right

Design experiment

Instruct students to design their own tests to prove their views and those of scientists. If the design experiment proves that one of the raw materials of photosynthesis is carbon dioxide; It is proved that photosynthesis needs light and chloroplast. It is proved that the main product of photosynthesis is starch. Prove that photosynthesis releases oxygen, etc.

5. Put forward scientific concepts and experimental tests.

Teachers guide students to read books, or teachers explain the process of photosynthesis, so that students can further clarify the nature of material and energy changes during photosynthesis. If students still have their own views that are inconsistent with the current scientific concepts, they need to be guided to design their own experimental tests. For example, students think that plants carry out photosynthesis during the day, absorbing carbon dioxide and releasing oxygen; Breathe at night, absorb oxygen and release carbon dioxide, so plants don't absorb oxygen and release carbon dioxide during the day. In order to eliminate students' misunderstanding, students can do experiments to measure the carbon dioxide released by green plants during aerobic breathing. Put fresh green leaves into a conical bottle, fill the bottle with water, and connect it with a test tube containing bromothymol blue reagent (BTB) with an elbow. Through the observation of students, it is found that the gas produced in the bottle enters BTB reagent, and the reagent gradually changes from blue to red and yellow, which is the result of carbon dioxide produced by green leaves through respiration. Let the students know that green plants can breathe during the day.

6. Summary and evaluation

Guide the students to sum up: What are the main points of photosynthesis? Are there any questions about photosynthesis? In particular, it is necessary to guide students to further discuss the historical significance and limitations of the contents and methods of scientists' research on photosynthesis. For example, what are the limitations of Van Helmont's experiments? Is there anything that needs to be improved in saxophone's experiment? How to improve? Can Rubin and Carmen's experiments be carried out in the era of the first two scientists? Why? Can the above experiments reveal the mechanism of photosynthesis? Wait a minute. Through the discussion of the above problems, it will help students to understand the essence of scientific inquiry more deeply.