Research On Teaching Strategies Of Organic Chemistry Based On Scientific Argumentationy

In recent years,scientific argumentation has gradually attracted the attention of scholars at home and abroad.China's "General Senior High School Chemistry Curriculum Standard(2017Edition)" clearly points out the value orientation and ability orientation that teaching should have,and puts forward five major chemical core literacy."Evidence reasoning and model cognition ",as the core of thinking of chemistry core accomplishment,emphasizes that students should have evidence consciousness through chemistry study,be able to carry out hypothesis,analysis and reasoning activities,and form the ability to prove or falsify a certain claim,which is consistent with the requirements of scientific argumentation.However,in the traditional classroom teaching inquiry activities pay more attention to the results,often ignore the process of "argumentation ",resulting in students fail to form ideas and models to solve chemical problems,scientific argumentation ability can not be cultivated and improved.Therefore,this study tries to put forward the teaching strategy of organic chemistry based on scientific argumentation in order to develop students' scientific argumentation ability,implement the relevant requirements of cultivating core literacy,and provide some reference and reference for teachers to change their teaching methods.This study through collating and analyzing the relevant literature collected to understand the research status of chemistry science argumentation and organic chemistry teaching in middle school,combined with the requirements of the new curriculum reform,expounds the purpose and significance of the research,and defines the core concepts.On this basis,with constructivism,dialogue teaching and non-formal logic as the theoretical guidance,a four-month study was carried out on the students of Class 7 and Class 10 of Grade 2 in a middle school in Guilin City.The whole research process is mainly divided into four steps: first of all,on the basis of scientific argumentation and organic chemistry teaching and other related research,the contents of the questionnaire are compiled,and two parallel classes in the second grade of a middleschool in Guilin are selected as the research objects to understand the students' learning situation and the level of scientific argumentation ability at the present stage,so as to provide reference for the follow-up research.Secondly,according to the characteristics of organic chemistry knowledge and the need to develop scientific argumentation ability,following the principles of subjectivity,science,interest and development,the teaching strategies of "create problem situations,stimulate the motivation of argumentation "," use structural models to provide theoretical basis "," organize experimental inquiry,relevant evidence argumentation "," dare to question and criticize,improve the quality of argumentation" are constructed.Then,in order to test the effectiveness and feasibility of the proposed teaching strategies,some of the contents of the senior high school chemistry elective course 5 are taken as the carrier to apply these teaching strategies to classroom teaching.Finally,in order to test the effect of teaching strategy,the questionnaire was distributed to the students in two classes,and the SPSS 22.0 was used to deal with and analyze the students' achievements.The research results show that at present,the level of students' scientific argumentation ability is mainly concentrated in level 2,that is,they can put forward the proposition that has reason to support,but they can not carry on the rebuttal activity,the rebuttal ability is weak,and their scientific argumentation ability still needs to be improved.At the same time,the proposed teaching strategy has been tested by a small range of teaching practice,which proves that it can improve students' academic achievement and scientific argumentation ability to a certain extent,and has certain feasibility and effectiveness.Because the research object,the research time and the researcher's own ability are limited,there are still some shortcomings in this study,the proposed teaching strategies need to be improved and developed,and the conclusions drawn need to be further tested.