Practical Research Of ADI Teaching Model In High School Biology Teaching

Argumentation,as an important scientific research skill,has attracted extensive attention in education circles around the world.Our country's Basic High School Biology Curriculum Standard(2017 edition)takes "scientific thinking" and "scientific inquiry" as its core qualities,and demonstration is an ability required by "scientific thinking".Argument-driven inquiry instructional model(ADI),as one of demonstration teaching modes,can grasp the core of scientific practice,which enables students to understand the basic elements of science,make reasonable reasoning and argument after fully analyzing resources,and help students improve demonstration and scientific inquiry ability.This research demonstrates the feasibility and application of inquiry teaching mode,its influence on critical thinking tendency,and students' experience of this mode through teaching investigation,experiment,interview and analysis.Firstly,the chapters and tasks matching ADI model in Genetics and Evolution are sorted out.Secondly,52 biology teachers in Guangdong were investigated about demonstration teaching and ADI teaching.Thirdly,taking a high school senior 2 student in Guangdong province as research objects,the experimental class adopts the ADI model to teach some contents of Genetics and Evolution,and the control class adopts the general inquiry teaching mode to teach.After the experiment,the results are obtained by comparing the data of critical thinking tendency and academic achievements among the experimental and control class.Finally,students' experience in the demonstration process were interviewed.The research found that ADI teaching could be applied to many inquiry experiments and concept teaching of science history.The survey found that 92.3% of frontline teachers had not touched the model,59.6% thought it could be applied in practice,30.9% thought it could improve students' logical thinking ability and 33.0% thought it could improve their critical thinking ability.Practice has found that the academic performance of the experimental class has increased by 4.4 points.In the paired sample T test,P = 0.040 < 0.05,indicating that there are significant differences in the academic performance of the experimental class before and after the experiment.The average critical thinking tendency of the experimental class has increased from 265.14 to 268.33,while the control class has increased from 267.10 to 268.70.The results of the independent sample T test before and after the two classes are respectively P = 0.681 > 0.05 and P = 0.939 > 0.05.The two classes of critical thinking tendency were tested by paired sample T before and after each dimension test,seeking truth P = 0.007 < 0.05,analytical reasoning P = 0.001 < 0.05,and thirst for knowledge P = 0.001 < 0.05.In the short term,the model did not significantly increase the total score of critical thinking tendency,but it had certain promotion effect on some dimensions.The interview found that the model was highly accepted by the student group,and their interest in learning and classroom attention had been improved.According to the research conclusion,this paper suggests that teachers should continue to learn demonstration teaching theory and ADI teaching theory,in order to discover many chapters suitable for demonstration in textbooks and find many contents and materials suitable for demonstration that were neglected in the past,so as to be applied in the teaching practice process.At the same time,students are encouraged to demonstrate problems in teaching practice.Simple problems can be preliminarily demonstrated by filling in argument forms in the ADI model.