Research On The Practice Of Chemistry Teaching In Grade One Of Senior High School Based On Scientific Argumentation

The goal of education is not only to impart knowledge and experience,but also to cultivate people with core literacy.Since the general framework of the "China Student Development Core Literacy" was promulgated in September 2016,the "General High School Chemistry Curriculum Standards" clearly put forward the core literacy of the chemical,in which the core literacy of the dimension of "evidence reasoning and model cognition" is emphasized.The ability of students to construct claims,search for evidence,and conduct reasoning is in line with the ability of scientific argumentation.Scientific argumentation ability refers to a high-level thinking ability that students rely on certain scientific knowledge,make claims based on the obtained data,reason,use evidence and reason to refute others’ doubts and criticisms,and refute their own claims.In recent years,the international community has paid more and more attention to scientific argumentation.How to cultivate students’ scientific argumentation ability in the classroom has become an issue of more and more scholars.Therefore,the cultivation of students’ scientific argumentation ability has become particularly important.Based on this,this paper proposes a seminar-argument-based teaching model to cultivate students’ scientific argumentation ability,in order to provide reference and reference for the first-line teachers to cultivate students’ scientific argumentation ability.Based on constructivist theory,logic theory,cooperative learning theory and Tuolmin’s argumentation model,this study combines seminar-based teaching and proposes a seminar-argument-based teaching model,which includes “creating context→presenting data,establishing problems→independent exploration → Group communication → mutual discussion,scientific argumentation → reflective evaluation,summarizing and improving “six basic structures,aiming to enable students to acquire scientific knowledge while helping students to enhance their interest in chemistry learning,improve their chemistry learning attitude and improve their ability to demonstrate scientific evidence.This study conducted a one-semester practical teaching for two classes in the first grade of an ordinary high school in Guilin City.It was combined with qualitative and quantitative methods,using questionnaires,interviews,and paper-and-pencil tests.the study.Using SPSS and other software to carry out the difference test and correlation test on the students before and after the test.The results show that the academic performance of the experimental class has improved,the interest and attitude of learning haveimproved,the scientific argumentation tendency and the ability of scientific argumentation have improved.In this study,the knowledge and content of the compulsory(1)knowledge of high school chemistry is used as a carrier for teaching practice research.In the process of teaching practice,the research-disciplinary teaching mode is continuously improved and improved.The entire research process can be divided into the following three stages:(1)Preparation stage.After extensive reading of relevant literatures,combined with the reality of middle school chemistry teaching,the research direction was determined,and it was positioned to improve the scientific argumentation ability of high school students.Based on this,a research-argument-based teaching model was designed,and the human education version of Chemistry was selected.The knowledge content of 1" carries out corresponding teaching design and implementation teaching.In addition,research tools have been developed,including "student chemistry test scores","chemistry learning interests and attitudes scale","science argumentation tendency scale,and scientific argumentability test".(2)Data collection phase.The experimental and control classes in this study were taught by the researchers,and the conventional teaching was compared with the discussion-disciplinary teaching mode to discern the influence of the two on students’ chemistry learning attitude,scientific argumentation tendency,and scientific argumentation ability.The same test was conducted on both classes before and after the lecture.Data collection was conducted through questionnaires,paper-and-pencil tests and interviews.(3)Analysis of the results.At this stage,the collected data is mainly analyzed and processed,and the thesis is written.Analyze the development process of students’ scientific argumentation ability,and explore the influence of seminar-argument-based teaching mode on students’ chemistry academic achievement,learning interest and attitude,scientific argumentation tendency and scientific argumentation ability.Through this research,we can draw the following conclusions:(1)At present,the scientific ability of high school students is low;(2)the researcher-disciplinary teaching mode proposed by researchers has certain feasibility in middle school chemistry teaching.To a certain extent,it helps to enhance students’ interest in chemistry learning,improve their chemistry learning attitude,enhance students’ scientific argumentation tendency and improve students’ scientific argumentation ability.(3)There is a certain correlation between scientific argumentation ability and academic achievement and scientific argumentation tendency.