Practice Research On High School Biology Concept Teaching Based On Scientific Argumentation

The standard for general high school biology curriculum(2017edition)clearly points out that students should be able to deeply understand and apply important biological concepts and develop the core quality of biology.Scientific argumentation belongs to the category of scientific thinking.In the division of scientific thinking level,it is pointed out that students in the question-relevant situation,can use scientific thinking methods to reveal biological laws based on facts and evidence,elaborate personal views through logical reasoning,and realize that biological concepts are formed through scientific argumentation on the basis of biological facts.The present paper focuses on the present situation of scientific argumentation and how to promote concept teaching based on scientific argumentation.The results are as follows:Firstly,a self-made questionnaire survey on the present situation of biological scientific argumentation in senior high school was made,taking students of three senior high schools at different levels in Changsha,Hunan Province as the survey object.The results were found that the students' attitude to scientific argumentation was positive,and the average value of each sub-dimensional was 3.71~4.50;but the mean of scientific argumentation behavior was low,it was 3.28~3.80.Students were highly dependent on teachers,often need teachers to supply the relevant information;based on the information given,students can extract part of the information,but not perfect enough;students can put forward ideas,but the ideas were vulnerable by others especially the interference of students with better grades.Students' critical questioning and written argumentation need to be strengthened.Teachers' behavior performance for scientific argumentation such as encouraging questioning and encouraging anti-argument and so on need to be strengthened.Secondly,a conceptual teaching process based on scientific argumentation was constructed.Before the class,the teacher and students prepare for heterogeneous grouping,conceptual combing and searching for information.In the class,at first,the teacher creates situations,students enter situations and generate doubts.Then the teacher presentsdata,students make preliminary views based on data and existing experience,the teacher enlightens and guides students to question and refute,in order to revise views.After the views are formed,students understand the connotation and extension of concepts through consolidation exercises.Using concept maps,thinking maps and other forms,the knowledge is networked.After the class,make good evaluation and reflection.Thirdly,the principles and strategies for concept teaching based on scientific argumentation were discussed.Under the scientific principles,enlightening principles,advanced principles and moderate principles,the following strategies can be adopted:(1)Arouse students' interest in learning through creating situations,motivating cognitive conflicts.(2)Using appropriate argumentation strategies to carry out scientific argumentation activities,and seven kinds of argumentation strategies were summarized,such as proposition table,competition theory and role-playing.(3)Encourage reasonably questioning and refuting to train students' critical thinking.(4)Through situation explanations and wrong resources to consolidate and enhance mastering the concepts.(5)Build knowledge networks to systematize concepts.Fourthly,the present paper selected some conceptual design cases of molecule and cell module and organized practical research.The object was two parallel classes in the first grade of a senior high school.The regular teaching was carried out in the control class,and the concept teaching based on scientific argumentation was carried out in the experimental class.Using ‘the questionnaire survey of the present situation of biological science argumentation' and ‘the test paper of the concept of energy supply and utilization of cells',the results showed that through the concept teaching based on scientific argumentation,the students' behaviors of scientific argumentation such as putting forward opinions,critical questioning and so on,have been strengthened,and more recognition to that scientific argumentation is helpful to the improvement of concepts.There was no significant difference in concept memorization between the experimental and the control classes,but there was a significant difference in deep understanding of theconcept(p<0.05).To sum up,the conceptual teaching process and strategies based on scientific argumentation improve the effect of biology teaching and provide reference for front line teachers to organize class teaching around important concepts of high school biology.