【作者】 陈玲；

【导师】 罗充；

【作者基本信息】 贵州师范大学 ， 学科教学（生物）（专业学位）， 2018， 硕士

【摘要】 HPS(History科学史、Philosophy科学哲学、Sociology of science科学社会学)是一种基于科学本质,将科学史、科学哲学与科学社会学相融合的科学教育范式。科学史可以深化学生基于科学发展史的视角对于概念的理解,科学哲学则对于学生理解研究意义以及掌握逻辑方法有积极的推动作用,科学社会学亦在一定程度上阐释科研进展的社会背景。目前有关HPS在中学教育领域中的应用研究已对其价值做出肯定,但大多局限于理论层面的论证,或仅是根据前人的研究成果而做出的案例设计,而将“HPS”应用于高中生物学教学,并结合多种指标以评测HPS教学效果的文献还鲜见。因此,本研究立足于HPS的视角,结合高中生物学教学案例,探究如何提高学生对科学本质的理解程度,以及在高中生物学教学中训练学生的批判性思维,这将在一定程度上丰富教师在高中生物课中的教学方式。具体研究分为现状调查与教学实践两大部分。现状调查:通过教师问卷及学生问卷分别调查高中师生对HPS教育的认识和态度,并访谈贵阳市教科所的教研员,以获取HPS在高中生物学教学中的应用状况与建议。教学实践:选择必修一教材中的部分章节,基于“HPS”的特性进行相关案例设计,选取贵阳市清华中学高一年级的两个平行班级进行实践教学。在实施“HPS”教学前进行关于学生“生物成绩”、“批判性思维”及“科学本质观”的前测,以保证两个班级无显著差异。在实施“HPS”教学一段时间后进行相应的后测,通过对前后测试的统计分析,探讨“HPS”对学生生物成绩、批判性思维和科学本质观的影响。调查研究表明,大多数的教师及学生都对HPS教育的价值持肯定态度,但HPS在高中生物学教学中的实际应用程度不高,且目前教师们的相关知识储备不充分,广泛实施存在一定困难。从实验结果分析,“HPS”教育对学生批判性思维的培养及学生对科学本质的理解程度均有显著的促进作用,而对于学生学习成绩的提升效果不显著。由此可见,以2017年版新课标为导向,将HPS应用于高中生物学教学以提升学生的综合素养,还需不断地实践与完善。更多还原

【Abstract】 HPS(History of Science,Philosophy of Science,Sociology of science)is a scientific education paradigm based on the nature of science,which combines the history of science,philosophy of science and sociology of science.The history of science can deepen students’ understanding of concepts based on the perspective of the history of scientific development.Philosophy of science has a positive effect on students’ understanding of the significance of research and the mastery of logical methods.Sociology of science also explains the social background of scientific research to a certain extent.At present,the research on the application of HPS in the field of secondary education has affirmed its value,but mostly confined to the theoretical level of argumentation,or only a case design based on the research results of predecessors,however,it is still rare to use "HPS" in high school biology teaching,and combine various indexes to evaluate the effectiveness of HPS teaching.Therefore,this research based on the HPS perspective,combines the case of high school biology teaching to explore how to improve students’ understanding of the nature of science,and to train students’ critical thinking in high school biology teaching,which will enrich the teaching methods of teachers in high school biology classes to a certain extent.The specific research is divided into two parts: the current situation investigation and the teaching practice.The current situation investigation: through the teacher questionnaire and student questionnaire to investigated the cognition and attitude of high school teachers and students on HPS education,and interviewed the researcher of Guiyang Institute of Education,in order to obtain HPS application status and recommendations in high school biology teaching.The teaching practice: select some chapters from biology compulsory 1(PEP)textbook to design relevant cases based on the characteristics of “HPS”.Two parallel classes of the first grade of Tsinghua High School in Guiyang are selected for practical teaching.Before the implementation of “HPS” teaching,students will make pretests about students’ “biological achievement”,“critical thinking”,and “views of nature of science” in order to ensure that there is no significant difference between the two classes.After performing "HPS" teaching for a period of time,a corresponding test will be made.Through statistical analysis of pre-and post-tests,the impact of HPS on students’ biological performance,critical thinking,and the views of nature of science is explored.Investigation and research shows that most teachers and students hold a positive attitude towards the value of HPS education.However,the practical application of HPS in high school biology teaching is not high enough,and at present,teachers have inadequate knowledge reserves and have some problems,it is difficult to implement widely.From the analysis of the experimental results,“HPS” education has a significant role in promoting students’ critical thinking and students’ understanding of the nature of science,but it has no significant effect on the improvement of students’ academic performance.It was found that applying the HPS to high school biology education as a guide to the 2017 new curriculum standard in order to improve students’ comprehensive quality requires continuous practice and improvement.更多还原