Discourse Analysis In High School Physics Classroom Based On The Perspective Of Argumentation

In the current physics education,argumentation as the basic element of physics has been paid more attention.In the classroom,physics teachers provide reasoning guidance to guide students' argumentation which is an important way to enhance students' quality of argumentation.Classroom argumentation has become an important way to develop students' scientific argumentation in classroom teaching.However,with the increase of students' academic burden,the teaching tasks of physics teachers are also increasing,which will undoubtedly affect the types of teacher-student discourse and classroom interaction modes in physics classrooms.Physics teachers can obtain from the teachers with stable teaching styles what kind of teaching can promote students' argument development.From the perspective of argumentation,analyzing the characteristics of classroom discourse of physics teachers and the teaching concepts behind them can provide ideas for improving the discourse of physics teachers,developing the habits of argumentation,and improving the quality of argumentation.First,through literature analysis,comb the research on the argument in the field of science education.Second,classify the classroom discourse according to the double standard EBR analysis framework of student discourse,teacher discourse,and argumentative discourse and non-disputative discourse,in order to comprehensively present the characteristics of teacher-student discourse and classroom interaction patterns in physics classrooms.(1)In the physics classroom,what is the ratio of teacher and student's speech?(2)What kind of discourse do teachers and students have in the physics class?(3)Dialogue mode of physics classroom,students 'answers after teachers' different words and teachers 'questions after students' different answers.Through classroom discourse analysis,it was found that in the classroom of the four physics teachers,the discourse was dominated by arguments,but in terms of discourse,the proportion of the four physics teachers was not exactly the same.Among them,the proportion of argumentative discourses that “push data” is the largest,followed by the argumentative discourses that “push data”.The proportions of arguments such as "Promote Evidence","Promote Rules",and "Provide Reasoning Elements" are different,but the total is not small."Promoting evidence" and "promoting rules" both represent high-quality argumentation,which shows that the quality of classroom argumentation is not low.By studying the students' discourses,we can see that there are many “unsupported” discourses in the students 'discourses.However,under the cue of teachers' reasoning,the discourses of “phenomenal reasoning”,“evidence reasoning” and “rule reasoning” all occupy a certain proportion It shows that the teacher's shaping of classroom discourse will affect the quality of students' scientific argument.The research results show that physics teachers should strengthen their understanding of the argument and standardize the argument.On the one hand,students should be given the right to speak,and students are often encouraged to combine problems and evidence and make scientific explanations and demonstrations to expand students' divergent thinking.If it is beyond the scope of ability,it is necessary to build scaffolding for students in a timely manner,and at the same time pay attention to the feedback of students' answers.You cannot just blindly teach according to your own presets,and you must give reasonable next reasoning tips based on the actual situation of students.