Empirical Research On Refining Argumentationdriven Teaching Mode In High School Biology Instruction

“Argumentation”is an important way to show the core literacy-"scientific thinking" in the new curriculum standard of senior high school biology(2017).The argumentation-driven teaching mode has become a "new favorite" in the diversification of senior high school teaching methods.The demonstration process in senior high school classroom plays an irreplaceable role in the development of students' long-term scientific thinking ability.Domestic educators have gradually introduced the demonstrative teaching mode into the biology class to give students a full understanding of materials in the science thinking class,pay attention to the collision of new and old knowledge,and use scientific thinking to complete a smooth demonstration process,such as putting forward claims,warrants and rebuttals.In order to meet the needs of the development of new curriculum and the diversity of high school biology teaching methods,the author uses two months of demonstration teaching in high school biology class to conduct empirical research,so as to provide teaching reference for science educators.The framework of this research is divided into six parts: the first part is the purpose and significance of it,the second part is the literature review of domestic and foreign argumentative teaching and the definition of core concepts,the third part is what is the "refining" argument-driven teaching mode and how to use it in practice.The fourth and fifth parts are adapted from research tools(the reliability of the test is 0.723 and 0.720 after the adaptation)and empirical research.The changes of students' scientific argumentation ability,scientific attitude,and biology test results before and after the experiment can be observed and the experimental results can be analyzed.The sixth part is to propose the situation and dilemma in the practical application and put forward reasonable suggestions to give biology educators some teaching references.The main research results of this research are as follows:(1)Scientific attitude: refining argumentation-driven teaching mode can significantly improve students' scientific scientific argument attitude(p = 0.000,d = 1.386),and has a low impact on other scientific attitude dimensions;(2)Scientific argumentation ability: The class' s scientific argumentation ability in the refining argumentation-driven teaching mode is higher than the regular class and there is a significant difference(p = 0.000,d = 1.491),which has a high impact effect;after the refining argumentation-driven teaching mode,part of the students can be promoted to a high level of argumentation,and the mode effectively helps “without demonstration capabilities" and "low level" students to improve the level of argumentation;(3)Biology test results: there was no significant difference between the experimental class and the regular class(p> 0.05)within a short term.The suggestions are as follows:(1)Teachers can strengthen the supplement of materials for teaching content;(2)Teachers need to pay attention to the formation of students' positive scientific argumentation attitude in the teaching process.(3)Argumentation-driven teaching mode can be appropriately integrated into the senior high school biology classroom.