Research On The Teaching Of High School Physics Argumentation Based On Peer Instruction

One of the basic concepts of the 2017 edition of Physics Curriculum Standards for senior high schools is to focus on reflecting the essence of physics and cultivate the core qualities of students.The ability of high school students to conduct scientific reasoning of research topics on the basis of facts and evidences,to critically listen to others' opinions and put forward creative ideas is crucial to the cultivation of scientific thinking.In view of the fact that the scientific reasoning level of high school students needs to be improved,the high school physics teaching research based on peer mutual assistance is carried out,the peer mutual assistance teaching pattern is used to conduct scientific reasoning.The purpose is to cultivate the students' habits of cooperation,improve the quality of the students' argumentation,internalize peer mutual assistance argumentation into students' physics learning way,and finally promote a deep understanding of physics knowledge.The research methods used in this paper are: literature research,investigation research,case study and action research.Based on the problems found in the investigation of the current situation of county high school students' physical science argumentation in Hainan province and the phenomenon of their low ability to analyze and solve problems with applied physics knowledge,this paper discusses how to use peer instruction to promote the improvement of students' scientific argumentation ability.Firstly,design research programs and develop research tools including peer support demonstration training materials,study sheets,demonstration evaluation scale table,peer participation scoring rules and other research tools.Secondly,the students are trained to learn argumentation through Peer-Instruction,so that they can master argumentation steps and evaluation standards,and conduct preliminary Peer-Instruction argumentation.Thirdly,for the part of the third and fourth chapters of the compulsory high school physics course of PEP edition,the teaching practice is carried out by adopting the teaching mode of Peer-Instruction demonstration.Finally,the materials such as the learning sheet of peer support demonstration training,the learning sheet of interaction and Newton's law of motion chapter,the transcribed transcript of the recording of the mutual aid group,and the recorded video of the classes are sorted out.Through qualitative and quantitative analysis,it is concluded that students' scientific argumentation ability can be cultivated.Peer-Instruction argumentation study can not only improve students' argumentation quality,but also deepen students' understanding of physics knowledge.The combination of peer mutual aid learning and scientific argumentation notonly provides an organizational way for scientific argumentation,but also provides specific learning tasks for peer instruction.