The historical materials of biological science arranged in the textbook contain many educational functions. The process of scientists exploring knowledge reveals people's ideological course of solving biological problems and embodies scientists' indomitable scientific spirit. Teachers should deeply understand the rich connotation of biological historical materials and the key points of their educational functions. According to the actual teaching situation and along the course of scientists' exploration of biological knowledge, they should correctly guide students to understand the nature of science and scientific research methods, and guide students to learn the persistent scientific spirit of scientists, so as to give full play to the educational and teaching functions of the history of biological science.
1. Cultivate students' interest in biological science
Cultivating students' interest in biological science is the most important role in the history of biological science. Compared with traditional classroom teaching, in classroom teaching with a history of scientific discovery, students are no longer passively accepting knowledge, but independently generating scientific conclusions through understanding and analyzing the history of scientific discovery, which is often more impressive; Therefore, students' desire and interest in exploring new biological knowledge will be greatly enhanced. Teachers are no longer the traditional indoctrination teaching, but guide students to summarize by showing examples of the history of science; Teachers are no longer authorities, but guides for students to explore new knowledge. Therefore, students' weariness of learning can be reduced to the maximum extent.
2. Cultivate students' scientific inquiry ability.
The curriculum idea of scientific inquiry is one of the basic curriculum ideas advocated by the Biology Curriculum Standard for Ordinary Senior High Schools. Using the history of scientific discovery is helpful to cultivate students' scientific inquiry ability. The classic experiments of scientists in textbooks are representative. If we can turn them into inquiry topics that can be completed in class, let students discover, analyze and solve problems in an immersive way, and then discover and regenerate existing conclusions and knowledge. It can be seen that biological history teaching and scientific inquiry are not only contradictory, but also have many similarities in educational objectives and educational values. Therefore, in the process of classroom teaching, integrating the history of biological science can help students understand the general methods of biological science research and cultivate their scientific inquiry ability.
For example, the history of scientific discovery of photosynthesis mainly includes the following historical examples:
Historical example 1: 1648 Helmont willow experiment.
Conclusion: The vegetative growth substance of willow is not from soil, but related to air and rain.
Historical example 2: 177 1 year priestley "green plant-candle-mouse" experiment.
Conclusion: Plant photosynthesis can clean the air.
Historical Example 3: 1864 saxophone's experiment of "Leaves Half Shaded-Iodine Vapor".
Conclusion: Photosynthesis may produce starch, which needs light.
Historical Example 4: 1880 "Spirogyra-Aerobic Bacteria" experiment in engelmann.
Conclusion: Photosynthesis can produce oxygen, and chloroplast is the place of photosynthesis of green plants.
Historical example 5:1isotope labeling experiment by Rubin and Carmen in 1930s.
Conclusion: All the oxygen produced by photosynthesis comes from water.
In the process of teaching the history of scientific discovery of photosynthesis, the standardized writing of the total reaction of photosynthesis runs through the above five historical examples, which can not only let students know how to correctly write the total reaction of photosynthesis, but also help students remember historical examples and draw conclusions from them, greatly improving their inductive ability and scientific inquiry ability.
3. Cultivate students' scientific spirit
The discovery of any scientific conclusion is inseparable from the tenacious scientific exploration spirit of scientists. Mendel studied science and mathematics at Vienna University and returned to the monastery for eight years. By analyzing the results of pea hybridization experiment, he found the law of biological inheritance. Darwin went through all kinds of hardships and traveled around the world for five years, and finally published the book Origin of Species. It is the experience of all scientists to overcome many obstacles and finally achieve great achievements. What's more, it takes decades or even generations of efforts to produce a scientific invention.
Scientific research needs not only firm belief, but also the courage to correct itself and overthrow the original theory. Any major scientific discovery is made by scientists under the guidance of the scientific spirit of "being brave in doubt, exploring and seeking truth from facts". Darwin was faithful to the theory of creationism before his global expedition, but after his global voyage and careful comparative analysis of species around the world, he broke the shackles of inherent thoughts and established the theory of natural selection with strong will.
The introduction of the history of science can subtly infect students and effectively cultivate students' scientific spirit of despising authority and challenging tradition. In the teaching process, students are guided to feel the hardships in the process of scientific discovery, and then the purpose of cultivating students' scientific spirit is achieved.
Pavlov said: "Naturally, people are right. Obviously, we lost an opportunity to discover the truth! " This is the frankness of a scientist.
Second, the principles that should be followed in integrating the history of biological science into classroom teaching.
Although the history of biological science plays a very important role in the process of education and teaching, due to various factors, it cannot be the main line of teaching materials. Therefore, teachers should, according to the actual situation, aim at the specific teaching contents and objectives, comprehensively consider students' cognitive level, appropriately select relevant biological historical materials, and integrate them into classroom teaching, so as to achieve the goal of enlightening students through education.
1. Meet the requirements of teaching objectives and highlight the key points and difficulties in teaching.
According to different teaching objectives, teaching emphases and difficulties, choose appropriate examples of the history of science. The history of science helps students to understand scientific knowledge, so proper arrangement of relevant historical materials can meet the requirements of teaching objectives, and highlighting its themes and key events in the teaching process can make students better understand the importance and difficulties of teaching.
For example, the construction history of DNA double helix structure model:
195 1 In the spring of, Wilkins, a famous British biophysicist, showed the X-ray diffraction pattern of DNA at the conference on biomacromolecule structure held in Italy. At that time, the scientific understanding of DNA was that DNA molecule was a long chain composed of four deoxynucleotides, which contained four bases: A, T, C and G, respectively.
Watson and Crick calculated that DNA molecules were in spiral structure according to the X-ray diffraction pattern data of DNA. Watson and Crick tried many different double helix and triple helix structures, but they were all rejected for various reasons. Undaunted in the face of failure, they reconstructed a double helix, in which the phosphate-deoxyribose skeleton was arranged outside the helix and the bases were arranged inside the helix. In which the same base pairs, namely A and A, T and T pairs. But chemists at that time thought that this method violated the laws of chemistry.
1in the spring of 952, the famous Austrian biochemist Chagov provided an important message: the amount of A is always equal to the amount of T, and the amount of G is always equal to the amount of C, so Watson and Crick changed the way of base pairing, A paired with T, G paired with C, and constructed a new DNA double helix structure model.
1953, Watson and Crick's paper "Molecular Structure of Nucleic Acid: A Structural Model of DNA" was published in the British journal Nature.
1962, Watson, Crick and Wilkins won the Nobel Prize in Physiology.
In the teaching process of "Molecular Structure of DNA", the construction history of DNA double helix structure model is integrated. Teachers can let students talk about their feelings after reading and find out the main characteristics of DNA double helix structure, thus completing the teaching task. Integrating this historical case into teaching not only highlights the teaching focus, but also highlights the teaching difficulties, which is also in line with the teaching objectives.
2. Respect the facts of scientific development
For example, the theory of natural selection in Darwin's theory of evolution put forward a reasonable explanation for the reasons of biological evolution, but due to the limitation of the level of scientific development at that time, Darwin could not make a scientific explanation for the nature of heredity and variation. Therefore, all scientific theories will be restricted by various conditions at that time and may have certain limitations. Guide students to objectively evaluate scholars who have made scientific mistakes and scientists whose mistakes have become obstacles to scientific research, and cultivate students' ability to objectively evaluate relevant historical materials scientifically.
In short, as long as the history of science is properly selected, the history of biological science can be properly integrated into biology classroom teaching, which can not only improve students' interest in learning, but also cultivate students' scientific inquiry ability and scientific spirit, so that biology classroom teaching can get twice the result with half the effort.