基于科学思维培养的生物科学史教学——以“细胞膜的结构和功能”为例

Teaching Biology through the Lens of Scientific History to Cultivate Scientific Thinking—A Case Study of “The Structure and Function of Cell Membranes”

摘要: 本文以“细胞膜的结构和功能”为例，探讨基于生物科学史的教学设计如何有效培养学生的科学思维。通过串联生物科学史的实验过程，引导学生经历“提出问题–实验观察–提出假说–验证假说–得出结论”的完整探究路径，帮助学生理解科学知识的动态发展过程。引导学生通过分析实验现象、构建模型、批判性反思等活动，逐步掌握归纳与概括、演绎与推理、模型构建等科学思维方法。通过科学史不仅深化学生对“结构与功能相适应”生命观念的理解，也能有效的培养学生的批判性思维、创新能力和科学探究素养，为科学思维的发展提供了有效途径。

Abstract: This article takes “the structure and function of the cell membrane” as an example to explore how teaching design based on the history of biological science can effectively cultivate students’ scientific thinking. By linking the experimental processes in the history of biological science, students are guided through the complete inquiry path of “posing questions - experimental observation - hypothesis formation - hypothesis testing - drawing conclusions,” helping them understand the dynamic development of scientific knowledge. Students are led to gradually master scientific thinking methods such as induction and generalization, deduction and reasoning, and model construction through activities like analyzing experimental phenomena, building models, and critical reflection. Studying the history of science not only deepens students’ understanding of the life concept of “structure-function adaptation” but also effectively cultivates their critical thinking, creativity, and scientific inquiry literacy, providing an effective pathway for the development of scientific thinking.