Use The "debate" Strategy To Promote Students' In-depth Interactive Research

The object of this study was students in fifth grade,class 3 of Nanjing Baiyunyuan Primary School,which was an experimental class for knowledge building.The interaction between students was shallow during the scientific inquiry process,which led to difficulties in the study;So we proposed to use the "Argumentation"Strategy to promote students’ depth of interaction;Trying to make scientific learning much deeper in one semester.This research mainly adopted the design research method.Teaching iterations have undergone three gradual processes.They were:(1)The low threshold stage of arguing that allowed students to start from daily argumentations,to experience the process of general argumentations;Teachers do not interfere too much with students’ argumentations in order to be able to get started.(2)The stage of "Argumentation" Strategy introduction.This stage mainly trained students’ dialectical thinking skills and allowed them to master the skills of arguments.(3)The formation stage of the argumentation culture.This is a manifestation of the maturity of the argumentations,it is mainly about holding arguments.The raw data were from classroom observations,teaching platforms,and student self-evaluations;Data analysis mainly analyzed the effect of "Argumentation"Strategy from two aspects:quantity and quality.From the perspective of quantity,the breadth of student interactions was analyzed by counting the number of speeches raised by students in class and knowledge forum;From the perspective of quality,in order to understand the depth of student interaction it mainly analyzed the interactive content that posted on the knowledge forum and the impact of the discourse in the classroom.The research results showed that:(1)From the perspective of student interaction breadth,the introduction of "Argumentation" Strategy enhanced the interactions between students.Students actively participated in class arguments and the number of posts on knowledge forums has gradually increased.(2)From the perspective of student interaction depth,the introduction of "Argumentation"Strategies helped students to master the skills of arguments and understand how to meaningfully argue.Students actively participated in the argumentations and think deeply in order to promote deep interaction.(3)The three stages showed significant differences in different interaction depths,indicating that the introduction of the "Argumentation" Strategy can improve students’ interaction to a greater extent and promote students’ deep learning.