Research On The Cultivation Of High School Students' Biological Science Thinking Based On Toulmin Argument Model

Scientific thinking is the ultimate goal of intellectual development,the purpose of school education is to cultivate useful talents and prepare students for their future life.Excellent scientific thinking is not innate and requires systematic training and training.The biology curriculum is an important part of science education.Its fundamental task is to improve the core literacy of biology disciplines required for students' lifelong development.The scientific thinking contained in the core literacy of biology in the "Basic High School Biology Curriculum Standards(2017 Edition)" refers to respecting facts and evidence,advocating rigorous and pragmatic attitudes of seeking knowledge,using scientific thinking methods to understand things and solve practical habits and abilities.” The cultivation of the core literacy of how to implement scientific thinking in biology teaching has received widespread attention.Argumentation and scientific argumentation are considered by most researchers at home and abroad to be one of the most effective methods for cultivating students' scientific thinking.The Toulmin argumentation model is both a research tool and a teaching tool.It has been applied to the science classroom.It is an important theoretical basis for the development of argumentative teaching.Therefore,this study will use the Toulmin argumentation model to cultivate high school students' biological science thinking ability as the core issue.This research uses literature research method,questionnaire survey method and other methods to investigate the current situation of high school students' scientific thinking ability in biology learning process and the cultivation of scientific thinking in biology teaching.After investigation and research,the following research results are obtained:First,the average grade of the experimental class using the argumentative teaching strategy is significantly higher than that of the control class,indicating that the argumentative teaching strategy based on the Toulnin argument model can effectively improve the understanding and learning of students' relevant knowledge.Second,the survey found that the profound,flexible,critical,agile and originality of high school students' biological science thinking ability is generally at the middle or middle level,reflecting the urgency of improving students' biological science thinking ability.Third,the survey found that teachers did not master the theory and method of corresponding scientific thinking teaching.Although they recognized the importance of scientific thinking,they did not turn into practical actions and failed to give students effective training.Fourth,in the biological classroom teaching process using the Toulmin argument model,the students in the experimental class are more focused on the lectures,and the discussion is more active,demonstrating that the learning atmosphere in the classroom is more active.Based on this,the author draws the following useful conclusions:First,based on the Toulmin argumentation model,the demonstration teaching in the high school biology classroom can enable students to experience the process of collecting evaluation materials,proposing claims,finding arguments,and questioning and refuting as scientists do.The students' argumentation skills have been improved,thus improving students biological science thinking ability.Second,the demonstration teaching strategy based on Toulmin's argumentation model can help students to understand the inherent logical relationship between the data and evidence before a certain claim,and effectively improve students' understanding of the content they learn.It can promote the improvement of students' performance.Third,the demonstration teaching strategy based on Toulmin's argument model can cultivate students' biological science thinking ability to a certain extent,but it is not applicable to all biological chapters for argumentative classroom teaching,but also other teaching strategies.Help or explore more effective and diverse teaching strategies.After teaching practice,in order to further improve the conclusions of this study,the author reflects on the summary and puts forward some suggestions: First,the cultivation of biological science thinking requires long-term persistence and accumulation,and long-term training can enable students to form thinking habits.Second,in addition to test scores,the tools or methods for testing the level of scientific thinking should be more diverse and diverse.