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Constructivist learning theory and teaching theory in the contemporary world have a wide influence in China’s current reform of the new biology curriculum, but also plays an important role. The new course will give students the innovative spirit and practical ability to focus, emphasizing the establishment of new teaching methods to promote change in the way students learn. Therefore appropriate to introduce the new curriculum constructivist teaching model can help Building Diversified teaching biology courses, which allows students to self-study, active construction of knowledge of the biology curriculum goals.

On learning, constructivism has three basic viewpoints. First of all, in the learning process, access to knowledge of how much depends on the learners according to their own experience to construct the meaning of the knowledge capacity, rather than on teachers teaching learners to recite the contents of memory and ability. Second, knowledge can only be truly understood by the learner’s own experience based on their background and build up, to enable students to acquire knowledge, students must take the initiative to explore, experience, passing only the language is not enough. 3, knowledge is a personal consultation with others through the social construction of reconciliation, the learning process should include collaboration and the discussion process.

Constructivist learning theory, “situation”, “collaboration”, “Conversation” and “construction of meaning” is the four elements of learning environments. Creation of instructional design situation is one of the most important. Learning environment in the context must be conducive to the students to construct meaning of the content. Collaboration in the learning process should always run through. Collaboration on the study data collection and analysis, assumptions made and verified the results of the evaluation of learning plays an important role. Collaboration during the session is an indispensable part. Study group members to pass the session to discuss how to complete the learning task. Meaning construction is the ultimate goal of the learning process. In the learning process to help the students to have a more profound understanding of the content.

Constructivist Learning Theory and suitable teaching model emphasizes student-centered, teachers play in the teaching process, the organizers, instructors, helpers and the role of facilitator, using learning, collaboration, conversation and other learning environment, and guide students positive and active learning. In the constructivist teaching model has been developed, scaffolding instruction and anchored instruction in the biology classroom teaching more widely.

A stent design teaching

Scaffolding instruction is used in the construction industry to use “scaffolding” figurative analogy way of teaching. Students can be seen as a building, through the “learning” constantly and actively construct their own, while “teaching” is a necessary learning process as scaffolding. Through the support of teachers, the role of this scaffolding gradually the students raise the intellectual level to another, from a new higher level.

Scaffolding instruction of several steps:

1) scaffolding – around the theme of learning, according to “recent developments” requirement to establish a conceptual framework.

2) into the situation – the student into a certain problem situation (the conceptual framework of a level).

3) independent exploration – to enable students to explore independently. Teacher initial guidance, help can be a little more, then gradually reduced, more and more free to let students explore.

4) collaborative learning – for group consultation and discussion. In the collective mind share based on the results achieved by the school on the current concept of a more comprehensive and correct understanding that the final completion of the knowledge of the meaning construction.

5) Evaluation – the evaluation of learning, including self-assessment of individual students and study groups on personal learning assessment, evaluation include: ① self-learning ability; ② collaborative learning on the group contribution; ③ whether the completion of the study knowledge, meaning construction and so on.

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In recent years, the translation of the history of life sciences, and work began to appear. Teachers College has some life into the history of science lesson plans and begin implementation of a number of high school biology teachers became aware of the life history of science in Secondary School Biology Teaching (show the process of knowledge took place, showing the spirit of science to demonstrate scientific method) and specific practices (establishment situation, the introduction of topics; description method, inspired thinking; breakthrough in teaching difficult). [1] However, the life history of science in the educational value implies far more than these. The new basic education curriculum to establish a “knowledge and skills, processes and methods, attitudes and values,” Trinity’s curriculum goals, life sciences, the educational value of history implies that the curriculum objectives for the achievement of positive significance, for teacher education also has a positive meaning, purpose of this paper is to further explore the educational value of the history of life sciences.

1, Life reveals the history of science to solve biological problems people are thinking and thinking process

Life history of science is a history of ideas, it reveals people to think and solve biological problems Movement. These ideas are subject to the prevailing level of culture, science and technology constraints, the biological generation of new knowledge, need first of all a breakthrough way of thinking.

“Species is the evolution of the” thinking is the establishment of the “species is unchanged,” thought the breakthrough. [2] (475-549), [3] (236-267) of human exploration of the life course of individual development also reflected a breakthrough way of thinking. [2] (253-297), [3] (125-152), [4] (37-56,134-148) These facts reflect the ideological atmosphere of impact on people’s understanding of things, if the atmosphere is then thought unscientific, would be led to erroneous understanding of things. Conversely, people of things through scientific inquiry, to gain a correct understanding of things, will change people’s thinking, thus changing the ideological atmosphere, so that people’s understanding of things is a leap.

Life history of science shows the background of the times in which scientists record the thoughts and ideas change scientists, but scientists change their minds and their ideas and engage in scientific inquiry are closely related. This is the correct thinking on the learners have a positive educational.

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At present, the ongoing new round of curriculum reform in 2003, an experimental version of the standard high school put the “Understanding the nature of biological science and technology, to correctly understand the science, technology, social relations, the use of scientific knowledge and concepts of biology discussion of participation in social affairs “as the course objectives. Advantage of inheriting the existing basis of biology education, new curriculum for all students in the advocacy and inquiry learning at the same time, more attention to improve their biological literacy. The attention to students and encourage them to participate in biotechnology-related social problems in the discussion and decision-making, it is precisely the biological important part of scientific literacy, but also students of nature and an important means of social responsibility. Therefore, in high school biology in the Teaching of STS education can not only help students better meet the needs of the community are also the times.

How to biology teaching in the implementation of STS education students, combined with high school biology teaching I did a little try. First of all, according to the existing high school biology textbook select the appropriate content of STS education as an entry point. And then compile them into teaching cases, in the process of teaching students with concrete problems common analysis and organizational learning. “Cancer” of teaching this case is finished, “the cancerous cells and aging” insert, it is under the guidance of teachers, students and teachers together to solve the problem of inquiry teaching.

Pre-Lesson 1

● the next lesson for students through various channels, such as extra-curricular books, libraries, newspapers, magazines, Internet search on “cancer” of the relevant information.

● the activities of 4 discussion materials in advance to students so they know their role.

2 Teaching Objectives

● understanding and some basic knowledge about cancer, increased health care knowledge.

● students to treat cancer and cancer patients the right attitude.

Three learning styles: group discussion, role-playing.

4 auxiliary aids: physical projector, a small blackboard.

The lesson from the four components:

Activity 1: Do you know about cancer?

Activity 2: Read, fill in self-test table.

Activity 3: Case Study: County of Shaanxi Long Village of cancer investigation.

Activity 4: Role Playing: cherish our lives.

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Biological category, “comprehensive practical activities,” the curriculum, the school curriculum reform an important part of teaching and important form can also be said of school biology classroom discipline and teaching of another new world, is the first important complement to classroom teaching and extension, is a good form of quality education is an effective way to cultivate innovative talents. As a biology teacher, naturally, should be the biological category “Comprehensive Practice” course activities carried out under the guidance of teachers, our task is: not to let students take the initiative in the course of the transformation of culture to their own qualities, but also special attention to for scientific literacy in the course of better training.

Biological category “Comprehensive Practice” course covers a wide range of activities, which can include all the biology textbooks in the range of radiation, but should be in current affairs, society, life is found and the search for students interested in the exploration and practice help students able to develop and train students from the overall quality and ability of information and forms, themes and activities in order to establish the content. Given the conditions and activities of the schools have time constraints, the biological category “Comprehensive Practice” the appropriate course selection and abbreviated, in general should be the school, place of residence as a base to expand the scope of activities as possible, can are some of the design, arrangement.

1. Field observations, producing samples

Collection of objects and activities based on local natural resource needs. Plant choice can be collected near the school of natural resources, such as some common roots, stems, leaves, flowers, fruit and seeds; animals can capture a variety of invertebrates and fish, frogs, turtles, snakes and other small and allow collection of vertebrates. And when we need to protect the animals, observe the mind after the release.

Field collection of various biological, can be made according to needs and a variety of specimens. Specimens produced content, including biological specimens and biological macro-microscopic specimens produced. Such as the introduction of plant roots, stems, leaves and other organs, we can teach students to make the “garlic root tip longitudinal section of the structure”, “Tilia stem cross-section structure,” “cross-section of broad bean leaf structure” of the permanent sections not only taught the students some of the production technology, training of their ability, they can further control by observing the roots, stems, leaves the structure of knowledge. As the conditions and time are limited, the production of biological macro-specimens can be omitted, replaced by other forms, such as making simple fancy specimens, students can observe and online to find information in books, his photographs make more three-dimensional image herbarium data, or you can learn some common plants, the production plant signs on campus, or you can use to play video and other forms of specimens.

2. Plant culture

As the school conditions, we can choose some simple and easy way to cultivate plants.

Can choose an open space on campus for students after school use, and depending on the season, different plants grow, not only beautify the campus, and are cultivating the abilities of students and observation. Or we can also let students choose the favorite to take home to plant the plants, and require students to make observations every day, regular appraisal and discussion.

Plant cultivation technology is more advanced culture and soilless culture major organized such. Tissue culture medium in some plants of a particular organ, tissue, cell culture, etc., to get the whole plant approach. The implementation of this method must have a basis for scientific experiments, it is suitable for senior students. Soilless culture of plant life in accordance with the required type and number of different salts, scientifically proportion of the water and various inorganic salts preparation of plant nutrient solution. With plant nutrient solution to the method of cultivated plants called soilless culture. For soilless culture, has been related to textbook content, students who started only conceptual understanding of more abstract. Therefore, we can guide the students to cultivation experiment yourself cultivating vegetables and flowers, and set the control group, soilless cultivation and soil cultivation compared the situation to deepen understanding of concepts, understand its advantages.

3. Inquiry Experiment

Because of time constraints classes, books explore some experiments can not be done can be placed in the “Comprehensive practice activities” to arrange, implement and complete. For this experiment, students can take the class in the design of curricular activities, and can add new content, making it a more content, more in-depth exploration of a comprehensive experiment. Curricular activities can also be used to carry out some interesting class of small experiments. The completion of a small experimental basis, can be summed up to arrive at a profound biological phenomenon, a multi-disciplinary knowledge of theory was verified.

For example, in the studied bryophytes, we can design experiments to explore “how bryophytes to monitor air pollution”, the students design their own experiments to explore, draw conclusions and summary. The instructor can also help students in this summary, the completion of exploration activities, summary report writing and communication, this step is a necessary component of PVL. Can students through text descriptions, digital forms, diagrams, graphs, etc. to complete the report, conditions can also photography, video making the report more vivid.

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The new biology curriculum standards, proposed a new curriculum philosophy that emphasizes people-centered focus on human development, to promote inquiry learning, research study and constructive learning. Influence by this idea, and I in biological teaching, especially in biological experiments carried out in the relevant practice of teaching, aiming to explore new curriculum reflects the biological concept of teaching ideas and methods, the formation of effective science teaching with individual ideas and style. Animal experiments are to middle six “observed the fish form the main structural features and the internal” This section of experimental teaching content, for example, talk about the practice of several new curriculum practice and experience.

1. Establish compliance with the new Curriculum teaching objectives Experimental Zoology six junior high school, “observed the fish form the main structural features and the internal” This section of course content, the teaching objectives are: (1) to observe the fish to adapt to the shape of the aquatic environment characteristics and breathing; (2 ) observed within the main structure of the fish. The outline of teaching objectives and the requirements of the past than is required by decreasing the teaching, more focus on students to observe and understand the problem solving skills of the training; abandoned in the past Guoyu emphasize the development of students in the methods and animal anatomy carp knowledge Zhong too Neibujiegou professional, in-depth understanding of requirements practices. These two teaching objectives more in line with cognitive development of students present situation, more in line with the actual level of knowledge of students. However, we also from the teaching objectives are less easy to see: in the inquiry learning, cooperative learning and constructivist learning are shown to be enough. Objectives of such teaching students in the biological sciences to promote the quality of formation of too little, it must be reflected in the teaching objectives to enhance the students knowledge of methods of inquiry skills and cooperative learning habits. Accordingly, I teach the contents of this section, added in the teaching objectives: (1) to investigate a variety of fins in swimming carp role; (2) explore the anatomy of a convenient method of observation of the fish; (3) foster co-learning habits and other educational goal, in order to practice a new curriculum ideas.

2. Seeks to better reflect the course content students inquiry learning experiment 6, “observed the fish form the main structural features and the internal” This section of course content, reflected in the arrangements for students to explore and experiment research study low-level, and today’s focus on students very different quality requirements of biological science, therefore, additional research and inquiry learning content such as a matter of course. I am teaching in practice, to adopt the following approach to creation of the relevant teaching: (1) grouping students of different fins cut the fish were observed swimming and to allow students to experiment by himself to Discovery and discussed a variety of fin fish when swimming role; (2) to enable students to refer to a certain anatomical approach to the fish according to their own thoughts, ideas or habits to dissect the internal structure of the fish observed, and let students talk about their own practice after practice, the advantages and disadvantages, so that students in the discussion advantages and disadvantages of different methods based on anatomical dissection the fish to find a more scientific method. Students attempt failed, successful experience for students to practice the creation of a real situation.

3. Teaching methods, models should help students to explore the changes in the traditional biological knowledge, teaching methods, teachers are often in the teaching side edge presentation to explain that many teachers fear that students can not learn fast methods of operation, often very detailed presentation to explain, also repeatedly emphasized that operational essentials, does not know this (teaching) students not only took up too much practice time, but also limits the ability of students to create their own play space and room is not conducive to the students creative ability. In this approach, the students created is a kind of ideal situation, the success and knowledge to the students too easy, too smooth, so in practice of intentionally or unintentionally, to some extent deprived of such exposure to real production and life opportunities for students to receive a knowledge and skills can hardly be applied in practice, ultimately leading to control the life of the students, the production capacity to decline. In view of this, we must change this practice should be teaching more than the creation of some real life, similar situations and production environment for students to truly experience life and feel the community feel of production. Teachers should not be too much to explain the presentation, as long as that way you can. Can even open for students to refer to an experimental practice of independent content requirements to practice and exploration, students should be fully in practice, the freedom to display their talents and abilities. Accordingly, I am carrying out this section, experimental teaching, guiding students on how to operate only briefly prompted, and then immediately arrange for students to operate the light board operation method of the procedure for experiments, and its results: the students practice time to fully operate Students operate the problems are not many, but there a variety of operational scenarios, the most important is the student dependence on teachers operation greatly reduces the learning of the interest, enthusiasm, initiative stronger. Conceivable that long-term training so students will develop the students consciously take the initiative to explore the issue of the habit of innovation and ability of students to follow will also be enhanced.

4. Purpose of cooperative learning students have the ability to promote new curriculum requirements together to improve education for all students to try to promote the full development of every student. In the experiment Hubanghuxue students learn to cooperate, after all, a way to embody this idea. Accordingly, I am doing, “observed the fish form the main structural features and the internal” This section of the teaching experiment, deliberately to explore a variety of fin fish swimming in their role to do experiments were divided into 4 groups, each by a different asked to explore. Namely: the first cut off the dorsal and anal fins were observed after the swim, the analysis of dorsal fin, anal fin swimmers role; second cut of its tail fin swimming situation was observed to explore the role of caudal fin; third cut chest, pelvic condition was observed after the swim, explore the role of thoracic pelvic fins; fourth group, cut off all the fins to swim after the observed situation, explore the fins in swimming in the role. Also asked each student to seriously record observations, draw conclusions and to report all students. In addition, arrangements for the exchange of students between the observation group, to foster the mutual learning and inter-group cooperation to solve related problems. I was asked this experiment with the group teaching (one per two groups) help each other, cooperate, and a clear division of duties, and promptly change the role, to promote mutual cooperation within the Group the students, encourage them to together to resolve the problems faced by the experiment, but also in order to achieve something for all students dry, everyone hands, all with the purpose of harvesting. Anatomical observation of the fish in the arrangements for students within the structure of the teaching process, allow each student according to their own habits, ideas envisaged to operate, but require the student experience, reflect on their own strengths and weaknesses of ideas approach, the final anatomical observation through the exchange Experience of joint attributed to arrive at the best way to solve the problem effectively. This practice not only inspired students to create interest and enthusiasm, but also enhances students in cooperative learning, but also raise the efficiency of solving the problem.

The author believes that the core biology curriculum philosophy is to based on the overall development of students and lifelong development, trying to promote the full development of each student of biological science literacy. To this end, we must not only teaching in the biological experiments, but in the entire teaching of biology teaching and research carried out around this idea. In-depth discussion exploring the embodiment of methods and implementation of practical measures, while also continue to improve through practice and exploration and development of this new curriculum.

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Biology curriculum standards in the implementation of the process, explore how to fully tap the creative elements contained in the experiment, creative use of appropriate teaching methods, activities inspire students to explore creative potential, improve their creative thinking, develop their creative personality to foster innovation is the heavy responsibility of each teacher. The following year, on only 8 volumes explore the newly published experiments “exploring ant communication” as an example to talk about the students creative ability.

On “exploring ant communication”, a book like this raises the question to be explored: careful observation of the students had ants all know, an ant found in food, it will quickly return to nest. Soon, a large group of ants with a long row of the team, “mighty” to rush food location. Ants will not sound, they rely on to deliver information for? Reconnaissance between ant nests in the food and whether it left any mark? And teaching materials for students to make their own assumptions, the students background information made under such a problem: ants rely on smell to communicate. Because there is a certain degree of difficulty of this experiment, the materials presented followed by a reference approach: a transparent container with a larger raise a nest of ants, a little farther away from the nest place to place some food, ant colony in the reconnaissance will first come out reconnaissance; and then come back a large number of worker ants carry food. Reconnaissance ants nest in the way back to a piece of paper in advance put away, let it cross it. When large numbers of worker ants out of its hole, the removal of or move paper to observe the ants in action.
Students explore the communication of ants has shown great interest in talking about the incident and said that trying to go home. Started this a year after the experimental inquiry teaching, I have been looking for the students to explore the thinking space and hands-on opportunities, all eager to see them, I decided to seize this opportunity for students to creatively carry out independent research. Students to experience and experiences of the entire inquiry process, creative thinking ability has been improved, students explore the emotional experience and can get into the inner motivation to learn. Reflections on the teaching practice, I believe that the following several aspects to improve the students ability to innovate.

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From the concept of curriculum leadership, teacher professional development, curriculum reform and other point of view, demonstration teachers, curriculum leaders can be, and then learn the curriculum leadership role in domestic and foreign research results, summarize our five key curriculum leadership Role: generator, leader, facilitator, helper, shapers. Starting from the role of the task orientation, teacher curriculum leadership that the five core tasks.

In recent years, there have been increasing academic curriculum leadership and the importance of educators. Many scholars at home and abroad the research concentrated on curriculum leadership, curriculum leadership put forward many ideas. In related research and discussion, involving mostly the leadership of President courses on curriculum leadership of principals is especially deep. However, outside of the principal leaders in the school curriculum is still relatively scant, need attention and discussion. Author from the perspective of the role and tasks of teacher training to leadership and attract valuable.

First, how teachers and curriculum leaders

(A) positioning of teachers from the concept of curriculum leadership role

Curriculum Leadership is a course management on the basis of the rise, and course management has the natural link, in concept, and no good or bad, but a reflection of the era of ideological or value orientations are quite different. Course management stress control and order, depending on the course to a certain order of the system, top management (such as government, experts) access to information and intelligence, schools and teachers to the faithful implementation of top-down executive orders, administrators and managers is the relationship between active and passive. Curriculum leadership practice, in essence, is a way of course, is the use of leadership theory, methods, strategies and actions to complete the course in the context of the mission, to better understand the curriculum, the implementation of curriculum, assessment of courses, curriculum development to achieve fundamental objectives: to enhance quality of courses, to promote the professional growth of teachers, development of students academic achievement, school organization and culture of recycling. [1] It focuses on understanding and diversity, depending on the course of the organizational system for free, democratic, open system where the top management and the teachers in each school and are innovative and creative subjects, identification of common curriculum goals, sharing power, democratic participation, the relationship between leaders and followers are equal, to play their own autonomy. Therefore, we choose to abandon the leadership course curriculum management, not changes and alternative terms, not in pursuit of fashion, nor is the Worship, but a reform of the times, but also a philosophy of change and the value of choice. Represented by the concept of curriculum leadership, in short, is based on the moral authority of innovative leadership, which “is a responsibility and a sense of duty sense of shared values, beliefs, commitments and ideals of community leadership” [1]. From the school point of view, those who pursue the school curriculum vision and care or to participate in school curriculum development and curriculum reform, who led the school curriculum can be a member of the body together, such as principals, teachers, teaching staff, students, community people and parents. Among them, “‘principals, teachers, students’ perspective should always be in the course of three core community, only this can ensure the moral curriculum reform”, [2] to promote curriculum reform, and promote the development of each student. That the teachers should never be excluded from the curriculum leadership, the leader of a bystander or should the curriculum leader is important, it is innovative, the demands of democratic curriculum leadership.

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One of curriculum standards advocated the idea of inquiry learning. In classroom teaching, student learning is beginning to show the trend of diversification, both traditional learning methods (he Lord, accepting, individual learning), but also a new approach to learning (autonomy, inquiry, cooperative learning). Inquiry learning as a way to effectively train students to learn scientific literacy means to be great, a new round of curriculum reform in science and changing the way students learn a breakthrough point. Therefore, teachers should be based on specific content knowledge, class-based characteristics, school conditions, students in situations such as traditional and new ways of learning to optimize the combination of learning methods to achieve diversity.

In the traditional concept of teaching, often attention is how the memorial, to identify and grasp the concept, and less concerned about the background of the formation of concepts, establishing the process, the load of scientific thinking, and reflect the value implications of scientific literacy, cultural Spirits. The new curriculum attaches great importance to the concept of building biology, new materials and even to some extent, the main line is the core concept of building knowledge systems. Therefore, how the concept of the new curriculum in the Teaching of the concept of inquiry learning to explore the ability of students explore the concept of improved learning, classroom teaching to be studied, and exploratory learning environment is set to solve this problem key.

The Lesson of the concept of teaching, more exploration under the guidance of teachers, or accept the type exploration. Teachers through the “DNA molecular structure” of a class (two hours) of instruction, try to create diversity in the classroom teaching of inquiry learning environment, encourage students to engage in a variety of inquiry learning, actively building the concept of molecular structure of DNA, and to explore the concept of teaching in the creation of a strategy of inquiry learning environment.

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What is science? Biology occupies what position in science? What is the concept of biological structure? It must first be able to answer these questions themselves to understand the biological history of any particular concept or issue evolution. On all three issues made some totally misleading answer, especially philosophers and non-biologists. This seriously hampers the understanding of the history of biological thought. In this chapter I first task is to try to answer these basic questions correctly. This study provides the historical development of particular concepts to lay a solid foundation.

The nature of science

Since time immemorial, people will on the world’s origin, meaning and purpose of the issue. On the tentative answer to these questions can be characterized by each culture, even the most primitive cultures found in the myth. Since then along the two very different direction. Direction is the people’s minds to religion among amorphous, showing usually (at) apocalypse (show)-based – set of dogmas. For example, the Western world in the Middle Ages last years has been totally on the firm belief in the Bible doctrine dictated, in the Western world is outside the general belief in supernatural forces dominated.

Philosophy, followed by science, it is to treat people the mysteries of the world another way, although the science in its early history and religion and can not be strictly classified. Science with doubt, suspicion, curiosity, and seek to explain the efforts to treat these mysteries, so it’s attitude and religious back different. Socrates ago (Ionian era) philosophers can be observed by the forces of nature (fire, water, air) on these mysteries for “natural” explanation, so as to open up the channels in different ways ( See Chapter III). This seeks to understand the causes of natural phenomena and scientific effort is beginning. Decline and Fall of the Roman Empire after centuries, this tradition has been virtually forgotten, in the late Middle Ages when the scientific revolution, re-recovery. God’s truth in the Bible not only shows the performance of dry, but also among God’s creation of the belief that has been developed.

Galileo’s explanation of this view is well known: “I think that when discussing the phenomena of nature should not be starting from the authority of the Bible, but should be from the wise and sensible and necessary demonstration experiment began. Because either the Bible or nature was the same purpose comes from God. “He then added,” In the nature of the operation and the rhetoric of the sacred in the Bible, God also praises to his revelation to us. “Galileo that, by means of the eternal law Governance earthly gods minimum and always interfere with the progress of events the same way God can inspire faith and belief. It is this thinking led to what we now understand the birth of science. On Galileo, science and religion are not two incompatible, but an integral part of religion. Similarly, the 17th century to the 19th century, some well-known philosophers – such as Kant – have introduced God to explain the format of their philosophy. The so-called natural theology, no matter how its name, the actual science mixed with a mixture of theology. Conflict of science and theology is a later affair, is the scientific use of “natural law (law)” explains the growing number of natural phenomena and natural processes occurring only in these phenomena and processes previously only granted by God or gods special rules of intervention to be explained.

The fundamental difference between religion and science, religion is generally a set of doctrines (most of the “compound” doctrine), of these dogmas have no other choice or accommodation room for interpretation. On the contrary, science is actually encouraging other options with a theory to explain and be happy to replace another theory. Find an alternative interpretation of the program is often the source of jubilant triumphant. Scientific ideas (concepts) of whether it is good only in small degree, other than by the scientific standards to evaluate, because it is in general completely explain the problem or phenomenon (sometimes predict) the performance to identify.

Strangely enough, scientists on how science is about what some say is always clear. Empiricism and induction in the heyday of science is most frequently been described as a collection of new knowledge. In contrast, when people read the works of philosopher of science when the impression is that these philosophers, science is methodological. Although no one would doubt the importance of methods, However, some philosophers of science Jihu fully concentrate Yu methodology of diverted attention from the more basic scientific purpose, which is Zengjinwomen the world we live Yiji our own understanding.

There are many scientific purposes. Ayala (1968) is thus expressed in: (l) scientific attempt to become a knowledge organization system of knowledge, to attempt to identify the relationship between phenomena and processes form (patterns of relationship). (2) science seeks to provide a description of events emerged. (3) Science of interpretative hypothesis must be testable, that the hypothesis can be abandoned. More generally, the scientific attempt to extremely diverse natural phenomena and processes include the small number go into the explanatory principle.

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Teachers teaching in the classroom teaching strategies is to take reasonable scientific literacy of students and effective measures. American Teacher Student Science Literacy teaching strategies are: the main teaching strategies; inquiry teaching strategies; cooperative learning teaching strategies; create realistic situations teaching strategies; teaching evaluation strategies.

Published in 1996, the United States, “National Science Education Standards,” the cultivation of student’s scientific literacy as an important goal of science courses, mainly including: scientific concepts, scientific research methodology, science ethics, science and humanities, science and She Hui, science and technology etc. [1] (p.28). China’s current implementation of the students content literacy as an important new course of the three target areas of scientific literacy and the United States corresponding to the content of which covers the scientific literacy knowledge and skills; process and methods; emotions, attitudes and values. Students scientific literacy is the main way to classroom teaching, the effect of classroom teaching and teacher education and teaching philosophy and application of concepts adopted is closely related to classroom teaching strategies.

The United States in terms of scientific literacy students achievements in the international-recognized, and is worthy of study and reference, this article only in respect of their classroom teaching strategies to be introduced.

1, the main teaching strategies

The main teaching strategy is the main student learning in order to promote overall development of students for the purpose of teaching strategies. To become a scientific literacy, students should first master a learning, in a positive learning process, is rich in emotions, proactive thinking and positive action. Any effective for learning are the students actively participate in the Tiaojian occur, and only when the students actively involved in teaching activities in the Dao, the subject of to get Chongfenfahui, Caineng mobilization of cognitive, emotional, aspects of the ability to carry out the will of Deng Zhi Shi The active construction in order to effectively access to scientific knowledge, methods, attitudes and values. Therefore, teachers design teaching strategies starting from the students, the students as full of life and vitality, rich in emotions of people, concerned about their feelings in learning, respect for individuality and differences of students.

A U.S. primary school teachers have come to our visit, the teacher does not speak Chinese, students did not understand English, but the teacher has a lesson in the success of the course. He will be divided into four groups of students, the students prepared for each group of snails and other relevant materials, and then use body language to demonstrate and guide students to explore the life of the snail’s feeding habits and snails suitable temperature. One class the teacher did not “say” word, the students are happy to actively participate in exploration activities in the snail needs to understand the temperature and the snails eat the food. This case we can find, the main teaching strategy implementation include the following.