Research On The Argumentation Instructional Design Of SSI

The latest revised physics curriculum standard of senior high school(2017)establishes the core quality of physics as the concept of physics,scientific thinking,scientific inquiry,scientific attitude and sense of responsibility,and clearly puts forward that scientific argumentation is an important part of scientific thinking.However,at present,there are few researches on physics classroom argumentation teaching practice in China.Social science(Socio-Scientific Issues,SSI)focus on social,technical and scientific issues,for scientific argumentation teaching is conducive to promoting the reasonable use of evidence by students,improve decision-making level,while building scientific knowledge while experiencing society Ethical and moral issues and improve students' ability to demonstrate.Therefore,it is of great significance to study the use of SSI for argumentation teaching in middle school physics classes.Based on this,in order to improve students' level of scientific argumentation,the following studies were conducted;research question one,how to assess the student's argumentation ability;research question two,how to select meaningful and targeted SSI to make it relevant to middle school physics teaching The content is combined;research question three,in the argumentation teaching design,how to promote all aspects of the argumentation activity to allow students to fully participate in the design of teaching strategies and technical methods to promote student participation in the argumentation.The research methods used are literature research method,investigation research method and theoretical research method.Research 1 investigates argumentation ability of senior high school student.By sorting out and analyzing relevant research literature on scientific argumentation and social science issues at home and abroad: taking the Toulmin's argumentation model as the theoretical framework,combining social science issues,using questionnaire surveys and interview surveys to understand students' scientific argumentation thinking The level is used to examine the level of the students' ability to demonstrate elements(that is,the level of the ability of the original elements,arguments,refutation,re-refutation,etc.in the Toulmin's argumentation model)and the integrity of the argument thinking.Through investigation and research,it is found that the overall argumentative ability of students is at a relatively low level,and most students have low performance scores on the elements of original data,arguments,and refutation.It is mainly reflected in the vagueness of the argument and the refutation concept,unclear correlation between the original data and the argument,equating the argument with the original data,and the lack of integrity in the argumentation thinking process,so it is necessary to improve through argumentation teaching activities.Research 2 conducts argumentation teaching design.In order to achieve the improvement of students' scientific argumentation ability,based on the theoretical basis of Toulmin's argumentation structural elements,constructivist learning theory,etc.,starting from the student's argumentation basis,the original teaching form is changed,and the content of the textbook is scientifically demonstrated.,Research into the integration of social science issues and argumentation activities into high school physics classroom teaching.Select and introduce the controversial SSI-"The faster the development of transportation,the better?" For the argumentation of instructional design.The instructional design,instructional content,instructional strategy,instructional process,and student achievement are formulated in five aspects,with a view to Prove that the scientific argumentation teaching of SSI topics in the physics classroom is operable.The specific content of the argumentation teaching design includes: setting teaching goals from the two perspectives of scientific argumentation and the application of physics knowledge,the selection of teaching content is closely related to the content of physics teaching in middle school,and the role-playing strategy and self-question form for students with higher participation in teaching strategies Strategies and argumentation table strategy,goal achievement degree evaluation mainly from the performance of classroom argumentation activity participation and argumentation statement table completion,combining formative evaluation and final evaluation.Teaching process of carrying out SSI argumentation activities: introducing controversial SSI;each group,under the impetus of role responsibility,seeks evidence,makes inferences,and makes temporary claims;under the organization of teachers,each group elaborates,Discuss different claims and guide students to respond positively to other people's rebuttals;students test or revise their claims during the argument and complete the written argument claim form.Studies have shown that social SSI are a good resource for argumentation activities,can be effectively integrated into physics classrooms,provide students with argumentation opportunities,and can improve students' scientific argumentation abilities.In addition,to promote argumentation teaching,its design must address key issues such as teaching strategy development and argumentation activity evaluation.