The Study Of Classroom Discourse Of Novice And Proficient Teachers In Junior School From The Perspective Of Argumentation

In recent years,the research of argumentation in the field of science education has attracted more and more educators' attention.It has found that teacher discourse affects student argumentation directly.In this context,this paper investigate on the discourse of novice and proficient physical teachers in junior high school from the perspective of argumentation.This study draws the following conclusions:(1)Compared with proficient teachers,the proportion of novice teachers' discourse in the classroom is higher;(2)The difference of the understanding and the way dealing with the process of argumentation between the two types of teachers is small.In the face of the original knowledge,teachers usually do not pay attention to their argument process,and for scientific knowledge,teachers can give the argument directly,but rarely guide students to demonstrate;(3)The performance of proficient teachers is better than that of novice teachers in "making claims and ideas","making warrants" and "evaluating evidence"."Making counter-arguments" and "making rebuttals" rarely appear in the classroom of the two types of teachers;(4)The proportion of novice teachers'discourse is higher than that of proficient teachers in "presentation","drawing students' responses" and "classroom management",and is lower in "discussion".In general,there is very little argumentative discourse in the two types of teachers and the performance of the novice teachers is inferior to the proficient teachers.According to the conclusion,four proposals are proposed for taking argumentation into the physics teaching in junior high school:(1)give students more opportunities to talk;(2)use argumentative discourse in class;(3)ask more open questions;(4)evaluate students' performance from the perspective of argumentation.