Research On The Design And Practice Of Chemistry Teaching In Junior Middle School Based On Scientific Argument

Scientific argumentation is an argument about the problems related to nature,while argumentation teaching is a teaching activity based on scientific argumentation,which is an important way to form the core literacy of students.The compulsory education chemistry course carries the responsibility of cultivating students' scientific literacy.The 2017 edition of the high school chemistry curriculum standard also regards "argument reasoning and model cognition" as one of the core literacy of chemistry disciplines.Therefore,scientific demonstration teaching is carried out in junior middle school chemistry teaching.It is not only an exploration of the implementation of scientific literacy,but also lays the foundation for the implementation of core literacy in the high school stage.On the basis of combing relevant literatures,the theoretical basis of the research is determined,combined with the chemistry curriculum standards of compulsory education and the characteristics of junior high school chemistry teaching and the characteristics of junior high school students,with the "reasonable use and development of fuel" as the research carrier,"Formal Logic" and "Dialogue Teaching" are theoretical guidance,and completed the teaching design of "what kind of fuel should I use?" and conducted research on demonstration teaching practice.Combined with the teaching content and related literature,the "Teaching Effect Questionnaire","Knowledge Test Questionnaire" and "Capability Test Questionnaire" were compiled to test the effect of practical teaching.And using the sociological statistical software SPSS17.0 to statistically analyze the data,the following conclusions are drawn:(1)Demonstration teaching can stimulate students' interest in learning and help learning transfer;(2)Demonstration teaching can enhance students' recognition of knowledge Level of knowledge;(3)Demonstration teaching can improve students' ability to demonstrate.Based on the research conclusions,suggestions are put forward:(1)to strengthen the cultivation of students' thinking ability;(2)to focus on the diversification of teaching strategies;(3)to focus on creating an atmosphere of scientific argumentation.In order to provide some useful references for junior high school chemistry teaching.