A Study On The Argumentative Teaching Of Senior Middle School Biology To Cultivate Students' Critical Thinking Ability

In the era of big data in which information is rapidly updated,cultivating citizens who are capable of dialectical thinking,independent judgment of information,and innovative abilities has become the focus of modern education.In the 2017 version of the senior high school curriculum standards,different disciplines have adopted critical thinking as the core literacy of the discipline,and it is clearly proposed that critical thinking is the thinking quality that teachers should focus on in teaching.The formation and development of critical thinking requires the improvement of argumentation ability.Biological science is an important carrier for cultivating students' questioning and argumentation ability.Therefore,this project intends to carry out argumentative teaching in high school biology teaching,and explore argumentative teaching strategies to effectively improve students' critical thinking ability.By consulting literature materials,this study sorts out relevant research theories and determines the subject research plan.Before carrying out argumentative teaching,the critical thinking tendency questionnaire was used to pre-test the senior one students' critical thinking tendency in the practical school.Meanwhile,a questionnaire survey was conducted on the current situation of high school biology teachers' argumentative teaching.By classifying and screening the contents of the required biology courses in senior high schools,the argumentative teaching model based on "three stages and six steps" was determined,and the argumentative teaching cases were designed based on e xploration experiments and the history of biological science.Three classes with no significant difference in critical thinking tendency were selected,two experimental classes were set up to carry out argumentative teaching,and one control class adopted the traditional teaching method.In addition to different teaching strategies,the experimental class and the control class kept the same in other aspects,such as class time arrangement,homework assignment and other irrelevant variables.In the process of the research,the students' critical thinking ability was tested by using the open questions related to biology.After the study,a post-test of students' critical thinking tendency was conducted.Statistical analysis of experimental data shows that students' critical thinking tends to be in a contradictory range,the acquisition of knowledge is still accustomed to passive acceptance,weak awareness of active inquiry,and insufficient ability to criticize and question.Besides,biology teachers have a shallow understanding of argumentation theory,the method of argumentative teaching is simple,and they have a fear and reservation attitude towards argumentative teaching.In the end,after the argumentative teaching training,the critical thinking tendency and ability of the students in the two experimental classes were improved to a certain extent.Based on the comprehensive research results,it is concluded that the implementation of argumentative teaching in classroom teaching can help improve students' critical thinking tendency and ability,but the cultivation of thinking requires long-term and effective systematic training.In light of the problems existing in the research institute,the author proposes the following suggestions to carry out effective argumentative teaching in the future.First,teachers should pay attention to relevant theoretical research,and have a deep understanding of argumentative teaching.Second,teachers should strengthen the collection of argumentative materials.Third,they should encourage students to question boldly.Last,they should carry out effective evaluation.