Curriculum Construction And Implementation Based On Pre-service Biology Teachers' Argumentation-oriented Teaching Ability Development

In recent years,science education based on scientific argumentation has become a hot topic in the field of international science education.There are implementation measures of scientific argumentation in international evaluation and scientific curriculum reform of various countries.In China,the Standards for General Senior High School Biology Curriculum(2017 Edition)clearly requires that students should gradually develop scientific thinking during the learning process,and one of the important teaching strategies is argumentation-oriented teaching.Carrying out argumentation-oriented teaching can enable students to learn to put forward,support,evaluate and revise their views,and improve students' scientific thinking in the process of scientific argumentation.The professional development of teachers is the key to the success of education and teaching reform.The scientific argumentation ability and teaching ability of biology teachers will directly affect whether the argumentation teaching activities can be successfully carried out in the biology classroom.However,previous studies have shown that teachers are struggling with how to construct scientific argumentation and implement argumentation-oriented teaching.Based on this,on the basis of domestic and foreign research,this research is aimed at pre-service biology teachers,using situated learning,CERR framework and other theories as guidance,combined with the characteristics of biology,to construct a curriculum to develop pre-service biology teachers' argumentation teaching ability— — " Argumentation teaching ability development training ".The curriculum includes two modules: the formation of teachers' PCK of argumentation and practical exercise,aiming to promote the improvement of pre-service biology teachers in the aspects of educational beliefs,argumentation teaching knowledge and argumentation teaching ability.This research was conducted with a master's degree in subject education(biology)full-time education in a normal university as the target.Finally,the effectiveness of the course was evaluated by the learners' achievements and the feedback results of the learners.The research results show that through the training of this course,the learners' ability of scientific argumentation and argumentation teaching has been greatly improved and the expected goals has been achieved.Through this study,a training course with clear objectives and rich activities for the development of argumentation teaching ability was finally built.According to the implementation results,the course has achieved initial success.Therefore,this course has certain reference significance for the training of teachers in normal universities.