Research On The Application Of Integrated Teaching Of Scientific Concept And Scientific Argumentation In High School Biology Teaching

Tracing back to the essence of education,the fundamental problem of education is "who and how to cultivate people".The educational goal of the new round of biology curriculum reform in basic education is to cultivate students with the core qualities of biology.Therefore,the teaching objective of biology classroom teaching in senior high school is to develop students' core qualities in biology.This paper tries to make students form scientific thinking in scientific inquiry activities,gradually develop the concept of life and take the initiative to fulfill their social responsibilities through understanding the concepts related to biology.On this basis,the researchers put forward the question: what kind of teaching methods in the implementation of classroom teaching is conducive to the development of students' core literacy in biology subjects? Through literature research,it is concluded that educational science research at home and abroad focuses on scientific concept and scientific argumentation.Therefore,researchers construct the teaching method of "proof of concept",that is,the framework of integrating scientific concept and scientific proof: biological concept is taken as the basic content,and the "scaffolding" of understanding concepts at different levels is built,viewpoints,logical reasoning,reflection or refutation are put forward to carry out the process of scientific proof.Three classes were selected as the research objects,one control class and two experimental classes.The teaching method was taken as the independent variable,and the level of scientific argumentation and the level of understanding of scientific concepts as the dependent variable,and the pre-test and post-test data were compared and analyzed.When the average score of scientific demonstration ability of the experimental group increased by 1.33 points,the average score difference between the experimental group and the control group decreased from 2.82 points to 0.95 points,with a reduction of 1.87 points.In addition,when the average score of scientific argumentation ability of the experimental group 2 was increased by 2 points,the average score gap between the experimental group 2 and the control group was reduced from 6.98 points to 4.63 points,with a reduction range of 2.35 points.The data show that the average reduction of scientific concept comprehension between experimental class and control class increases with the increase of scientific argumentation ability.In conclusion,by implementing the teaching method of "proof-of-concept teaching" in the biology class of senior high school,students' scientific argumentation ability is improved to a certain extent,students' scientific inquiry ability,scientific thinking level and scientific concept understanding ability are promoted,and students' core quality of biology is developed to a certain extent.