Research On Demonstration Teaching Practice Based On TAP In High School Chemistry

The core of science education is the scientific literacy of the students,"Scientifically interpreting data and evidence" is one of the core competencies of scientific literacy.The latest high school chemistry curriculum standards also clearly put forward that the core literacy of chemistry discipline includes evidential reasoning and model cognition.Integrating scientific argumentation into science education in China will become a new path for China’s scientific development.The paper illustrates the model as the foundation of the Toulmin scientific argumentation into high school chemistry learning,unfold the teaching of argumentation,the purpose of improving students’ scientific demonstration ability,Promote the development of students’ knowledge construction and thinking.The paper elaborates from three aspects:instructional design,written argumentation and classroom teaching,We try to carry out argumentation based classroom teaching through the demonstration teaching design of question chain,improve and evaluate students’ argumentation level through written argumentation.In practice,in a controlled way,we carried out a demonstration teaching practice in a half semester experimental class and a control class.on the basis of existing research,the written argumentation task and the evaluation standard should be compiled to evaluate the demonstration level of the experimental class and the control class,management chart and case interview were used to evaluate the individual development of students.The study obtained:(1)Carrying out argumentation teaching can improve students’ argumentation level.(2)Written argumentation helps students’explicit thinking and helps students’ knowledge construction.(3)Demonstration teaching has an influence on students’ later thinking habits.