Research On The Strategy Of Argumentation Teaching In Science Classroom

Argumentation is a high-level cognitive activity.To carry out argumentation activities,students need to have the ability to put forward propositions,find evidence,construct reasons,put forward refutations and rebuttal.Argumentation teaching helps students understand the nature of science,promote the development of students'view of the nature of science,promote the development of students' higher-order thinking,and improve students'argumentation ability.In order to promote the implementation of scientific demonstration teaching in junior middle school,the author first uses questionnaires to investigate the current situation of students'demonstration ability in junior middle school,in order to understand the actual level of students' demonstration ability and what shortcomings exist.Combining with in-depth interviews with front-line teachers,the author investigates the existing problems and causes of demonstration teaching,and puts forward some strategies for demonstration teaching implementation in scientific education.?Therefore,the main contents of this study include three aspects:1.Determining the connotation and performance characteristics of demonstration teaching in this study;2.Preparing corresponding questionnaires and interview outlines of demonstration ability to investigate the current level of junior high school students' demonstration ability and the status of demonstration teaching;3.Putting forward strategies for the implementation of demonstration teaching based on the status quo survey.The results of questionnaire survey show that:1.junior high school students'argumentation ability is generally at a low level,especially in the construction of reasons and refutation and rebuttal;2.Compared with the argumentation of scientific concepts,students perform better in the argumentation of social science issues.In addition,through interviews with teachers,it is found that there are some problems in demonstration teaching,such as insufficient demonstration ability,insufficient demonstration teaching ability and weak demonstration teaching consciousness.Based on the above findings,first of all,the author examines the problems existing in demonstration teaching.The main reasons are that teachers lack sufficient training in demonstration teaching,lack of basic understanding of demonstration and demonstration teaching,utilitarian motivation of teachers and students,lack of in-depth reflection on the problems,dualistic opposition of teaching subjects,lack of democratic and equal teaching atmosphere,and lack of demonstration teaching content.It is difficult for teachers to carry out argumentation teaching and for students to have insufficient knowledge base for argumentation.In view of the above reasons,the author explores the implementation strategies of scientific demonstration teaching in junior high school based on his own thinking:first,to develop abundant demonstration teaching resources,including three aspects:excavating the demonstration teaching content in textbooks,developing the demonstration teaching content outside textbooks,and developing students' common myth concepts;second,to set up a good demonstration teaching situation,teachers should create open and interesting problem situations.The third is to choose the appropriate demonstration teaching mode.The author introduces three typical demonstration teaching modes:ADI mode,SWH mode and PCR mode.Fourth,using various demonstration teaching methods,teachers can use the methods of setting up dilemma situation,developing role playing,applying competition theory and building scaffolding to carry out demonstration teaching.In order to provide guidance and help for the implementation of scientific demonstration teaching in junior high school.