A Study Of Classroom Discourse Between Novice And Experienced Biology Teachers In Junior Middle School Based On Argument

The development of science is inseparable from argumentation,and domestic and overseas science education is paying more and more attention to the effective integration of argumentation and education.Therefore,in order to understand the current situation of the biological argument teaching in Chinese junior high school,this study will observe the classroom from the perspective of argumentation,and study the role of teacher's classroom discourse in the development of argumentation.Also,this study will compare the classroom discourse of novice and experiential teachers for purpose of finding the shortcomings and making corresponding suggestions to promote the professional development of teachers.In this study,five novice teachers and five experienced teachers were selected for observation and recording.The recorded texts were transcribed and encoded based on a classroom discourse coding framework,and the data were statistically derived.Since then,each teacher has also been interviewed.Combined with data and interview,this study draws the following conclusions: For all teachers,the proportion of non-argumentative discourse in the classroom is higher than that of argumentative discourse.Most of the teacher's argumentative discourse focuses on encouraging students to make claims and less on others.The process of argumentation basically does not encourage students to test evidence and encourage students to raise counter-arguments or rebuttals;teachers spend more time in the classroom to tell knowledge,and consciously guide students to review knowledge,and basically do not organize students for discussion.After comparing the classroom discourse of the novice teacher and the experiential teacher,it is found that the experiential teacher has a higher proportion of argumentative discourse than the novice teacher.They will guide the students more to demonstrate and encourage students to make claims and evidence,while the novice type Teachers will use more classroom management discourse in class.Based on the above conclusions,this study proposes corresponding suggestions from the following three perspectives:(1)For normal colleges and universities,it should pay attention to the training of pre-service teachers' demonstration teaching ability.(2)For secondary schools,teacher training should be organized regularly.(3)For teachers,students should improve their classroom management skills,pay attention to students' arguments,strive to consolidate their professional foundations,and update their teaching concepts.In teaching,they should design demonstration activities,create demonstration teaching situations,and be good at encouraging and asking questions to guide students.Continue to demonstrate and create a good atmosphere for argumentation.Based on this study,it is hoped that the educators in our country will pay attention to this,in order to promote the effective development of argumentation in the classroom,improve the quality of classroom argumentation,and cultivate students' ability to demonstrate.