Research On Integrating Scientific Argument In High School Biology Teaching

Scientific argumentation is an argumentation which centered on natural related issues.As an important practical activity for scientists to construct and confirm knowledge,scientific argumentation is of a great significance in science education and one of the important ways for students to form core scientific literacy.Integrating scientific argumentation into biology teaching in senior high school can not only cultivate students' scientific argumentation ability,but also promote students' establishment,understanding and application of biological concepts.This study defines the concepts of argumentation,scientific argumentation,and scientific argumentation ability by consulting relevant literatures,and obtains theoretical support for incorporating scientific arguments into high school biology teaching.By analyzing the requirements of high school biology for students' scientific argumentation ability,it is found that the requirements of scientific thinking ability in the " National Biology Curriculum Standards for general High School(2017 Edition)" also include scientific argumentation ability.Therefore,developing students' scientific thinking can depend on cultivating students' scientific argumentation ability,which provides a basis for the design of teaching strategies for scientific argumentation.This study referred to the relevant testing tools of scientific argumentation ability and compiled test papers to investigate students' scientific argumentation ability.After investigation,it is found that students have certain argumentation ability before scientific argumentation training,but there are also cases of weak scientific argumentation foundation,incomplete elements related to scientific argumentation,and irregular structure of scientific argumentation.Based on the investigation on the level of students' scientific demonstration ability,with concept teaching as the core,the teaching of "ADI teaching deepening conceptual understanding model" and "TAP teaching core concept application model" was designed,so as to integrate scientific demonstration into the biology teaching of the third grade and explored its teaching effect.After practice teaching,the test shows: students' ability to analyze data and problems is improved,their awareness of evidence is strengthened,their argumentation process is more convincing,and it is easier to use the language of scientific argumentation to design experimental schemes,and their ability of scientific expression and elaboration is significantly improved.Therefore,scientific argumentation has certain teaching significance in biology teaching in middle school.