Investigation On Argument Teaching In Physics Classroom

Scientific argumentation is an important scientific activity,and it should be integrated into the current scientific education in China,which is not only because scientific argument has led to the development of scientific cause,but also as scientific argument can promote students’ scientific literacy.From the perspective of international comparison,both international large-scale scientific literacy tests and national science courses show that the integration of scientific argument in science education is the trend of the times.More and more countries in the world regard scientific argument as one of the main characteristics of science,and take scientific argument as one of the elements of scientific thinking clearly in the new curriculum standard of our country.However,the domestic research on the application of scientific argument in science teaching is still in its infancy,and most of the materials come from foreign literature,as a result,the empirical research on argument teaching is of especial significance.This research mainly uses methods such as content analysis,literature analysis,classroom observation,and case analysis.Based on the Toulmin’s argument patten,the class observation objects are discriminated through transcription,encoding,and demonstration.Then the number of teaching elements and the level of teaching and the way of dialogue argumentation and teaching demonstration by quantitative and qualitative analysis to conclude as follows:(1)From the point of view of the quantity of teaching elements of argument,the scientific process of argument teaching clearly appears in the classroom,and the most important elements of argument in the classroom are propositions,materials,occasional basis and support,and the number of limits and rebuttal is very few.In the case of the same number of teaching fragments,male teachers have a little more argumentative teaching elements than female teachers.(2)From the point of view of argument teaching level,the average argument teaching level of all teachers is not high in which all teachers’ argument teaching level is concentrated on grade 2 and grade 3,the lowest level 1 appears less,and grade 4’s argument teaching level appears less,which is a little higher than grade 1,in addition,grade 5 and grade 6 does not appear.The male teachers’ argument teaching level is obviously higher than that of the female teachers.The male teachers have a deeper understanding of the essence of the concept of knowledge and are more conducive to the effective construction of the students’ knowledge.(3)Analysis from the way of dialogue argumentation,there are two main modes of dialogue between the teacher and the student’s argumentation dialogue and the teaching self-argument dialogue in the classroom accounting for 68.9% and 31.1% respectively but the argumentation dialogue between students and students did not appear.Finally,the author puts forward relevant suggestions for teachers and students based on the obtained conclusions in order to improve the level of argumentation teaching.