Research On The Teaching Design Of Biology In Senior Middle School Based On Argument Teaching Model

Demonstration and argumentation teaching mode is one of the hot topics that experts and scholars in the field of science education at home and abroad continue to pay attention to in recent years.As a more basic and important discipline in science education,biology naturally lacks the intersection and integration with scientific demonstration activities.At the beginning of 2018,the "General Senior High School Biology Curriculum Standard(2017 Edition)" issued by the Ministry of Education of China for the first time clearly put forward the term core literacy,which includes the four aspects of life concepts,scientific inquiry,scientific thinking and social responsibility.The integration of some inquiry activities and scientific demonstration activities in biology teaching has the important role of cultivating students' scientific thinking and developing the core literacy of students in biology.However,in the process of implementing the inquiry teaching model in China,the tendency of omitting the communication steps and neglecting the scientific demonstration activities often appears.Therefore,in order to implement the student-centered educational philosophy,encourage students to communicate and improve students' ability to question and demonstrate,this article conducts relevant research on the high school biology argumentation teaching modelThis article mainly uses the literature research method.By searching a large amount of literature data,based on the Toulmin's demonstration model and ADI demonstration teaching model as the theoretical basis,combing the connotation of the theory and demonstration teaching,and trying to construct an argumentation style suitable for the front line teaching of high school biology in China Teaching mode.This research generally introduces the teaching principles,teaching content and teaching strategies based on the demonstrative teaching model design,and mainly based on the demonstrative teaching model to excavate the appropriate content in the compulsory module "Molecules and Cells" of the high school biology textbook of the Human Education Edition,Design three teaching cases and implement teaching.is mainly based on an argumentative teaching model to mine suitable content in the compulsory module "Molecules and Cells" of the high school biology textbook for human education,design three teaching cases and implement teaching.Finally,the research on the improvement of students' scientific argumentation ability and learning experience is carried out through educational experiment method,questionnaire survey method and interview method.Finally,according to the survey results of the experimental class and the control class scale,the following conclusions are drawn most of the senior high school students 'scientific argumentation ability is at a low level,and classroom teaching based on the argumentative teaching mode is conducive to improving students' scientific argumentation ability.Through interviews with students,it is learned that classroom teaching based on the argumentation teaching mode is conducive to enhancing students' interest in learning.In addition,based on the information obtained through interviews and the difficulties and problems encountered in the course implementation of the demonstration teaching mode,the author puts forward some suggestions that teachers and schools need to pay attention to when using the demonstration teaching mode,for example,teachers need to strengthen with regard to the study of demonstration teaching,teachers need to control the teaching process and agree on classroom discipline with students.Teachers need to strengthen their encouragement to students in demonstration activities.Teachers can ask students to analyze materials and draw opinions before class.The number of students in the class.Strive to provide relevant theories of high school biology teachers 'argumentative teaching model through the research in this article,which has certain value and significance for cultivating students scientific thinking and argumentation ability.