High School Physics Teaching Case Analysis And Teaching Design Research Based On Scientific Demonstration

Scientific argumentation is an argumentation based on scientific knowledge,while argumentation teaching is based on scientific argumentation and an important way to enhance students’ core literacy.At the end of 2017,China’s newly revised physics curriculum standards for ordinary high schools(2017 edition)proposed that the core qualities of physics include "scientific thinking",and scientific reasoning is one of the elements of scientific thinking.The curriculum standard sets forth requirements on students’ ability of scientific argumentation in the course objectives and academic quality level,which should be implemented in physics classroom teaching.There is a lack of teaching design and practice research on physics argumentation teaching in senior high schools.To understand the high school physics teacher understanding of argumentation teaching and the development of argumentation teaching in front-line teaching,a survey of 70 high school physics teachers found that:(1)teachers generally believe that it is important to develop students’ ability of scientific argumentation,but lack of theoretical understanding of argumentation teaching,almost no teachers to conduct in-depth research on it;(2)most teachers have not carried out scientific argumentation physics teaching,but occasionally give students the opportunity to argue,find evidence,construct reasons and challenge refutation in the classroom;(3)teachers have disputes about whether the development of argumentation teaching affects the goal of knowledge,and raise the possible difficulties of argumentation teaching in first-line teaching.In order to understand whether argumentation activities and argumentation level are included in regular physics teaching,this study selected two video courses of "Newton’s third law" and "friction force" from the national physics masters competition,and analyzed classroom teaching discourse based on various elements of Toulmin’s Argument Pattern,and found that:(1)Although there is no special argumentation teaching,the argumentation elements are implied in these two regular classes,most of the argumentation activities are at the middle level,and the teachers pay attention to the students’ claim based on the evidence;(2)There are few Backing elements,few Rebuttal elements and Qualifier elements in argumentation activities,and it is difficult to have deep argumentation activities in teaching without questioning and criticism;(3)There are more argumentation activities at level 1,level 3 and level 4,and the whole is at the middle level.Because of the lack of Rebuttal and Qualifier elements,there are few argumentation activities at level 5,and there is a lack of high-level argumentation activities in two classes;(4)From the point of view of the executive subject of the argumentation elements,the students alone provide the argumentation elements in addition to claims,most of the other elements are teachers and students one question and one answer or teachers provide,the main position of the students’ argumentation is not prominent.In order to develop argumentation teaching in the classroom,argumentation activities is given priority to with students,the physics teaching based on the scientific reasoning design,selection of SWH teaching mode and PCRR teaching mode combining the argument type to the content of high school physics teaching process design,respectively is: based on SWH teaching mode of "Newton’s third law" teaching design and teaching mode based on PCRR "static friction force" of the teaching design.Based on the above research,several suggestions are put forward for front-line teachers to implement argumentation teaching:(1)strengthen the awareness of argumentation teaching and develop the students’ ability of scientific argumentation;(2)select the appropriate teaching content and appropriate teaching mode;(3)create a good argument environment,encourage students to express themselves;(4)pay attention to the classroom summary and form a systematic knowledge framework;(5)strengthen the evaluation of argumentation teaching,and improve the teaching form.