A Case Study Of Demonstration Teaching In Junior Middle School Biology Teaching

Argumentation teaching, a unique teaching method, is mainly based on teaching situation, critical thinking and positive interaction. It focuses on the students’ capabilities of showing proofs, expounding views and defending or countering one’s opinion. It is worthwhile to apply argumentation to biology teaching as argumentation teaching generally promotes inquiry-based learning, highlights transferring of important concepts, and is also consistent with the biological teaching reform.This study basically based on the literature searching and reading. It collated and analyzed the domestic and foreign literature about interpretation of demonstration teaching and research on practice researching. It also combined teaching contents through selecting topics, creating situations, designing activities, carrying out a number of activities, and evaluating and reflection, etc. Furthermore, the demonstration experiment and the group role-playing games were designed and used to conduct three demonstration teaching activities. In this process, implement and evaluate argumentation got help from observation report, advocating table and other forms of evaluation. Besides, the study involves classroom observation, after-school interview and questionnaire survey, which were used to reflect and evaluate the practice of three cases truly and comprehensively.Through case studies, argumentation teaching supposes to be a gradual process. It contains rich and diverse contents as well as multiple methods for evaluation. It also can reflect the dominant position of students and mentor role of teachers in the classroom. Due to the limitations of the sample size, teaching time and the imperfect evaluation system, the study is still inadequate and can be further explored.Hope this eight-month case study on argumentation teaching would provide practical experience and reference to future teaching and studying.