随着课程改革的不断深入和发展，更多的研究者和教师认识了科学史特殊的育人价值，科学史教学也开始在常规的教学中占据重要的位置。《普通高 中生物学课程标准（2017 年版）》中也表明，生物科学史是有助于培养学科核心素养的宝藏。因此，进行基于核心素养的生物科学史教学很有意义。 

生物科学史中有生物科学知识产生与发展的过程，同时又体现科学家的研究思路，科学探究手段与科学精神。学习科学史能够让学生掌握生物学相关的核心概念的同时，还可以学到生物学研究者的探究思路和方法，体验到科研精神。为了充分的利用科学史，教师需要思考课程标准和教材中科学史知识之间的相互联系，并充分考虑教学目标和实际的教学情况，进而利用科学史设计教学案例。本文在读大量文献的基础上首先利用问卷调查法对新疆乌鲁木齐的某中学科学史教学现状进行了调查，其次通过分析和梳理人教版《分子与细胞》和《遗传与进化》中科学史内容以及根据核心素养的四个维度对科学史素材进行了分类和总结，最后在上述的研究基础上，基于核心素养编写了适合新疆教学现状的科学史教学案例。主要研究结果如下：

（1）对新疆乌鲁木齐某中学师生的科学史教学现状的调查结果显示，教师对生物科学史的重视程度有待提高，有些教师不太会尝试新的教学方法，平时很少探究怎么运用生物科学史进行教学。学生对生物科学史的兴趣也有待提高，学生较少进行课外阅读，对科学史的学习局限在课堂教学中。除此之外，如今对开展生物科学史教学有阻碍作用的因素有教学体系，教学评价方式，学校现有的资源等。

（2）利用课程标准，对人教版高中必修一《分子与细胞》和必修二《遗传与进化》中的科学史内容进行了详细的分类和总结，并对每一个科学史素材都根据核心素养的四个维度进行区分。结果显示：教材上有丰富的科学史知识，其中包含关于科学家的描述、进行科学研究的过程和有关生物学的最新研究等内容。科学史呈现的位置也具有多样性，包括正文、问题探讨、生物科学史话等多个栏目。核心素养的四个维度中涉及到生命观念、科学思维和科学探究的科学史素材较多。

（3）在培养核心素养的角度对科学史内容进行教学设计，通过两本必修教材的全面分析，最终选择《细胞膜的结构和功能》、《光合作用的原理和应用》《基因在染色体上》进行了教学案例的设计。此后，根据两位一线高中教师的评审建议对教案进行了小范围的修改和调整。评审建议表明利用科学史进行教学设计，首先需要充分了解课程标准的要求，再根据学生的实际情况制定教学目标；其次在教学过程的设计上要合理筛选科学史素材，注意每个小资料之间的联系，整个教案的逻辑主线要明确。 

上述研究能够在一定程度上反映目前新疆的生物科学史教学现状，梳理出来的科学史知识为教师利用科学史素材设计教案带来便利；编写的教学案例对一线生物教师尝试实践科学史教学具有参考价值。 

With the continuous deepening and development of curriculum reform, more researchers and teachers have realized the special educational value of history of science, and the teaching of history of science has begun to occupy an important position in conventional teaching. The Biology Curriculum Standards for Ordinary High School (2017 Edition) also shows that the biological history of science is a treasure that helps to cultivate students' core literacy. Therefore, the teaching of biological history of science based on core literacy is very meaningful. 

In the history of biological history of science, there is a process of the production and development of biological science knowledge, and it also reflects the research ideas, scientific inquiry means and scientific spirit of scientists. Studying the history of science can help students master the core concepts related to biology, as well as learn the exploration ideas and methods of biological researchers and experience the spirit of scientific research. In order to make full use of the history of science, teachers need to think about the interrelation between curriculum standards and history of science knowledge in textbooks, and fully consider the teaching objectives and actual teaching situation, and then use thehistory of science to design teaching cases. On the basis of reading a large number of documents, this paper first investigated the current situation of history of science teaching in a middle school in Urumqi, Xinjiang, using the method of questionnaire survey, then classified and summarized the materials of history of science by analyzing and sorting out the contents of history of science in Molecular and Cell and Genetics and Evolution published by the People's Education Press and according to the four dimensions of core nutrients, Based on the core literacy, a teaching case of history of science suitable for the current teaching situation in Xinjiang was compiled. The main research findings are as follows:

(1) The survey on the current situation of history of science teaching of teachers and students in a middle school in Urumqi, Xinjiang, shows that teachers' attention to the biological history of science needs to be improved. Some teachers are not very willing to try new teaching methods and seldom explore how to use biological history of science for teaching. Students' interest in biological history of science also needs to be improved. Students seldom read outside class, and their learning of history of science is limited to classroom teaching. In addition, the factors hindering the teaching of biological history of science today include the teaching system, teaching evaluation methods, existing resources of the school, etc.

(2) By using the curriculum standards, the contents of the history of science in the compulsory one "Molecules and Cells" and the compulsory two "Genetics and Evolution" of PEP senior high school are classified and summarized in detail, and each history of science material is distinguished according to the four dimensionsof core literacy. The results show that the textbook has rich knowledge of the history of science, including descriptions of scientists, the process of scientific research and the latest research on biology. The position of the history of science is also diverse, including text, question discussion, history of biological science and other columns. Among the four dimensions of core literacy, there are many history of science materials related to the concept of life, scientific thinking and scientific inquiry.

(3) The teaching design of the content of history of science was carried out from the perspective of cultivating core literacy. Through the comprehensive analysis of the two required textbooks, the teaching cases were finally designed by selecting Structure and Function of Cell Membrane, Principle and Application of Photosynthesis, and Gene on Chromosome. Afterwards, small-scale modifications and adjustments were made to the lesson plan based on the evaluation suggestions of two frontline high school teachers. The review suggestions indicate that when using the history of science for teaching design, it is first necessary to fully understand the requirements of the curriculum standards, and then formulate teaching objectives according to the actual situation of students; Secondly, in the design of the teaching process, we should reasonably screen the materials of the history of science, pay attention to the connection between each small material, and make the logic main line of the whole teaching plan clear.

The above research can reflect the current teaching situation of biological history of science in Xinjiang to a certain extent, and the knowledge of history ofscience combed out will facilitate teachers to use history of science materials to design teaching plans; The teaching cases compiled have reference value for front-line biology teachers to try to practice history of science teaching.