The Practical Research Of Argumentation Teaching In High School Biology Concept Teaching

With the promulgation of the "General High School Biology Curriculum Standards(2017 Edition)",higher requirements have been placed on the cultivation of students' core literacy.From the perspective of international education,argumentation is an important cognitive practice,involving the construction and verification of the interpretation of scientific phenomena.It is an effective method for developing students 'scientific thinking,and has also become one of the research hotspots in the field of science education in the past decade.Participating in teaching featuring argumentation allows students to think,act and speak like scientists,not only to enable students to reach a deeper level of conceptual understanding,improve argumentation skills,but also promote the development of core literacy in the discipline.At present,demonstrative teaching was rarely used in high school conceptual teaching,and it was mostly designed for one class.This article has tried to apply demonstrative teaching to the teaching of high school biological concepts on the basis of understanding the application status of demonstrative teaching and the status of students' demonstrative ability,and has conducted systematic research and verified its feasibility.Based on a review of conceptual teaching and demonstrative teaching research,this study passed a questionnaire survey of 108 teachers and interviewed 6 teachers to understand the understanding and application of high school biology teachers to demonstrative teaching.Through a questionnaire survey of 374 senior sophomore students in 4 middle schools,the current status of students' demonstrative ability on social science issues was understood.Under the guidance of the principles and ideas of demonstrative teaching,four concepts of "the origin of modern biological evolution","excitement on nerve fibers","the discovery of auxin" and "other plant hormones" were selected to design The case of teaching high school biological concepts was set up,and experimental classes and control classes were set up to implement demonstrative teaching and traditional teaching respectively;the questionnaire survey method and statistical analysis method were used to discuss the changes of students' demonstrative ability,learning interest,academic performance,and the demonstration The style teaching was evaluated.The research results obtained were as follows:1.The status survey results showed that 70% of the teachers have heard of the demonstrative teaching mode,but have not thoroughly understood it;the students' 5 demonstrative sub-abilities are all less than 1 point,and the total demonstrative ability was averaged 2.29 points.This showed that demonstrative teaching was widely known and applied,and most students' demonstrative ability were at a low level.Demonstrative teaching needs to be further researched and promoted,and the cultivation of students' demonstrative ability needs to be further implemented.2.Through combing three specific categories of demonstrative teaching content: knowledge development based on subject,dilemma in situation and knowledge with poor structure.3.From the results of before and after demonstration ability,it was found that the five demonstration sub-abilities and the total demonstration ability of the experimental class showed extremely significant differences(P<0.01).In the post-test,the ability of the experimental class to raise arguments and premises showed a significant difference,and the total argumentation ability showed a very significant difference(P=0.002<0.01).The results showed that demonstrative teaching can significantly promote the development of students' demonstrative ability;4.The post-test learning attitude and motivation of the experimental class and the control class showed significant differences.Overall,the post-test P=0.004<0.01.It can be concluded that demonstrative teaching can help stimulate students' interest in biological learning,correct students' learning attitude and enhance learning motivation.5.Analyzed the difference between before and after test of students' academic performance.There was no significant difference between pre-test and post-test,but combined with the average value,the experimental class score was 2.17 points higher than the control class.It can be seen that demonstrative teaching has no significant impact on academic performance in a short time,but it has a certain positive effect.