Practice Research Of Argument-driven Teaching In High School Biology Class

As an important component of core literacy,biological core literacy cannot be achieved without the cultivation of students' argumentation ability.The "argumentation" in the field of logic was introduced into the field of science education and played a unique role in cultivating the argumentation ability.Scientists believe that scientific demonstration activities should be introduced into the classroom so that students develop their scientific thinking in the process of evaluating data,making claims and arguing for claims.Therefore,the author conducted a two-month demonstration teaching practice research in the senior biology to meet the needs of curriculum reform and the needs of the reality.There were three purposes of this study: First,through the analysis of the connotation of "argumentation",the definition of extended words such as "scientific demonstration" and "argument-driven teaching" was clarified.Second,through experimental studies,questionnaires and other means to understand the senior students' current level of demonstration ability and the impact of the argument-driven teaching on improving students' demonstrate ability.Third,discover the problems existing in the practical application of argumentation teaching,and make corresponding recommendations,so as to provide a reference for applicating and popularizing in biology teaching in senior middle school.Based on this,in the research,literature content analysis method,education experiment method and questionnaire survey method were used to explore theoretical and practical aspects of demonstration teaching.The research results obtained were as follows:For theoretical research,the thesis analyzed the domestic and foreign literatures,then focused the research on the effect of argument-driven teaching on students' argumentation ability and scientific attitude;analyzed "argumentation" from etymology and academic point of view,and then the definitions of important concepts such as " arguing","argument-driven teaching" and "verifying ability" were explained.The theoretical basis of the study was elaborated on the basis of this research topic: the theory of constructivism,and the classroom of thinking development.In terms of practical research,the author designed it according to the educational experiment method and used the teaching method as an independent variable.Since the high school student from a middle school in Bin City was the object of study,the experimental group and the control group was selected in the parallel class according to the results of the midterm exam,and the "Photosynthesis"," cell proliferation" and "cell differentiation" were teaching contents.Conceptual teaching of cooperative argumentation was carried out in the experimental group,and conventional teaching was performed in the control group.According to the questionnaire survey method,issued and collected the "Analysis Proficiency Test" and "Scientific Attitude Scale",and conducted statistical description and analysis of the data,independent sample t-test and effect value calculation,analysised and demonstration teaching for students' demonstration ability and scientific attitude.The effect of the study was compared with the results of the final exams of the experimental group and the control group,and the impact on teaching on the biological performance was demonstrated.The results of the study show :(1)Argumentation competence : As a whole,compared with conventional teaching,the post-test argumentative ability of the experimental group that implements argumentation teaching is higher than that of the control group,and there is a significant difference;from each project's argumentation ability,the ability to demonstrate scientific phenomena and the ability to demonstrate scientific problems have been significantly improved after demonstration teaching.Although,the ability to demonstrate technical products had also improved,there was no significant difference but had a moderate effects;from the ability to demonstrate the various sub-projects.From the perspective of the level,no student's demonstration ability can reach level 6,after the implementation of demonstration teaching,some students can be upgraded to level 5,and the technical product demonstration ability can only be upgraded to level 4.Specifically,the vast majority of students' scientific argumentation ability before the demonstration teaching can only reach the level 2,level 3;the level of scientific problem demonstration ability is concentrated in the level 1-3;90% of the students' technical product demonstration The ability is at level 1 and level 2.After the implementation of argumentation teaching,about 40% of the students' ability to demonstrate scientific phenomena can reach the level of 3,about 60% of the students' ability to demonstrate scientific problems can reach level 2 or level 3,and 60% of students' technical products reach level 2.(2)In terms of scientific attitude,the results of the pretest showed that the scientific attitude to the experimental group was similar to that of the control group and there was no significant difference(p>0.05);the post-test results showed that the experimental group of students' scientific study self-efficacy and teamwork,the ability and attitude of scientific argumentation were all higher than those of the control group and there were significant differences.The degree of participation in the experimental group of scientific learning was similar to that of the control group and there was no significant difference but it had a moderate effect.(3)In terms of biological performance,the average score of biological performance in the final examination group were higher than that in the control group,and there was a significant difference.The research showed that demonstration teaching improved students' argumentation ability,scientific attitude and biological achievement significantly.The demonstration teaching should be integrated into the biological classroom.Finally,the author analyzed the limitations of the study and put forward suggestions for improvement.In addition,the author also proceeded with practical experience and put forward suggestions for implementing teaching suggestions,class schedules,and group setting.