Practical Research On "Argument-Driven Inquiry Instructional Model" In Biology Of High School

In 2012,A Framework for K-12 Science Education in the United States made it clear to be studied in science classrooms that the basic practices of "evidence-based argument".Many countries and regions in the world have also begun to attach importance to scientific argumentation.The General Biology Curriculum Standard for Senior High School(2017 Edition)clearly states that the biological core literacy includes "rational thinking",which contains argumentative competence.Integrating argumention into science education can help students consolidate the learned knowledge,develop advanced thinking skills,and promote the understanding of the nature of science.And ADI is a teaching model that integrates scientific argumentation into science education.At present,there is little research on ADI in China,so it's necessary to carry out the practical research of ADI teaching model.This paper dealt with the following four questions:(1)What is the difference between ADI instructional model and general scientific research?(2)How to design ADI activities?(3)Can ADI instructional model improve students' argumentative competence?(4)What problems will exist in ADI teaching? How to improve?In order to solve the above problems,research had been carried out gradually.First,this article used literature research method,sorted out of the content and the existing teaching resources and the research status of ADI,and compared with general scientific inquiry,that laid a theoretical foundation for this study.Second,through the existing literature,the process of designing ADI activities is studied,then use it to design ADI activitives.Third,the test tool for argumentative competence was compiled by literature research and teacher's experience.Finally,this study designed and implemented the activities of ADI and general scientific inquiry,then evaluated the competence of scientific argumention to obtain the conclusions,combined with teaching practice and student's experience to find the problems in ADI teaching,and put forward the solutions.The study found that ADI can improve students' argumentative competence.The students of participating in ADI teaching can better connect with learned knowledge to argumention and express correctly the evidences,reasons,retorts,than the students of participating in general science inquiry teaching.However,the abilities to choice claims and access information are no significant difference between the two teaching models.There are some problems in ADI teaching,that about the arrangement of ADI activities,the requirements of teachers' ability,and students' participation.In view of these problems,some suggestions were gived.