Practical Research On Cooperative Argumentation Teaching In Senior Middle School Biology Classroom

Education is not only to impart knowledge and experience to students,but also to cultivate people with core qualities.From the perspective of curriculum standards: The "General High School Biology Curriculum Standards(2017 Version)" promulgated in2018 clearly proposes the core literacy of biology.The core literacy of the dimension of "reviewing and demonstrating biological social problems" emphasizes students' constructing ideas,finding evidence and The ability to reason;the core literacy of the "good at teamwork in inquiry" dimension emphasizes the necessity of students' cooperative learning,which not only allows students to highlight their subjectivity in learning in interactive learning.The core qualities of these two dimensions are consistent with the cooperation of demonstration teaching.Judging from the current status of inquiry-based learning in our country: there are "recipe-based practical activities",which refer to the steps of inquiry made by teachers in advance,and complete each step of scientific inquiry step by step to complete the experiment.Such scientific inquiry activities will lead students to focus on the results of the inquiry that have been clearly answered.Students have no way to form their own claims.Not only do they ignore the students 'argumentation process of evidence and conclusions,but also make it difficult for students Increased interest in learning cannot improve students' scientific argumentation ability,and students' scientific argumentation ability is relatively low.Formed a situation that emphasized knowledge and ignored practice.Based on the requirements of the new curriculum standards for the students 'core literacy,and the actual status quo of the formal problems in the current inquiry-based learning in China,on the basis of the predecessors' research on the demonstrative teaching model,a cooperative demonstrative teaching model is constructed.Because cooperation is an effective way of demonstrating teaching,in the process of classroom teaching,students' learning is more than learning by themselves,communication and learning with others is more important.Whether it is with the teacher or with otherstudents in the class,timely communication can allow students to think and reflect in a timely manner,and internalize the knowledge learned by the students in a timely manner,which is beneficial to the students' correct views and theories Thinking and knowing.The researchers introduced the cooperative argumentation teaching model into the biology teaching,with a view to further improving the students 'core literacy and promoting the comprehensive ability cultivation of the students' scientific thinking.The main purpose of this study is as follows: Based on the research of demonstration teaching mode,combined with the theoretical research and practical teaching situation of cooperative demonstration teaching,this paper constructs a cooperative demonstration teaching mode suitable for itself and students,puts forward the corresponding teaching principles and strategies,designs the corresponding links,and effectively designs the teaching in the next high school biology teaching classroom,And the corresponding teaching and cases are presented.In addition,112 students from two classes in grade two of a senior high school in Yan'an City were given a semester of practical teaching.The researchers conducted a cooperative demonstration teaching for two classes with different learning situations,using the combination of qualitative and quantitative methods,and conducted research through questionnaire survey,paper and pencil test and other methods.After one semester's teaching practice,although there is no obvious difference in the results of the experimental class,the comparative class has been improved in the aspects of students' learning attitude,learning interest,cognition of the subject,cooperative learning ability and scientific demonstration ability High.So it shows that the cooperative demonstration teaching mode is feasible.Through this study,we can draw the following conclusions:(1)Through the teaching of cooperative demonstration teaching mode,students' learning interest,learning attitude and cognition of the subject have been improved.(2)Through the teaching of cooperative argumentation teaching mode,the objectives of group cooperative learning,the participation rate of group cooperative learning,the preparation and quality of demonstration materials,the usage,group learning outcomes,and the division of labor in experimental groups during group cooperation Both are better than the control class,which proves that this model can improve students' cooperative learning ability.(3)Through the cooperative demonstration teaching mode,students' scientific demonstration ability can be improved to a certain extent.