Research On The Application Of Argumentation Teaching In High School Biology Concept Teaching

The General Senior High School Biology Curriculum Standard(2017 Edition)proposes that the biology curriculum requires students to actively participate in learning,acquire biological knowledge and emphasize the content in the process of asking questions,obtaining information,finding evidence,testing hypotheses,discovering laws,etc.Focus on big concepts.Demonstration teaching can enable students to realize the concept construction in the process of gradual demonstration,and at the same time promote the training and cultivation of students' scientific thinking.Therefore,the application of argumentative teaching to conceptual teaching has important theoretical and practical significance.On the basis of reading a large amount of literature,the author first defines the relevant concepts of this research and analyzes the research status of demonstrative teaching and conceptual teaching as well as the theoretical basis of this research;then summarizes the application of demonstrative teaching in high school biology concept teaching And the design of relevant teaching cases.On the basis of the above theoretical research,the author has carried out relevant experimental research in the teaching practice of internship high school through educational practice.Before the experiment,two parallel classes were randomly selected as the experimental objects,one of which was the experimental group and the other was the control group.In this experiment,whether to implement argumentative teaching as the independent variable,and the student's interest and attitude to the study of biological concepts,the student's grasp of the concept,the student's argumentation ability,and the student's academic performance as the dependent variables.At the end of the experiment,students were interviewed to understand their specific views on applying argumentative teaching to concept teaching.The experimental results of this study are as follows:The questionnaire survey was used to understand the students' interest and attitude in learning biological concepts.It was found that there was a significant difference between the experimental class and the control class in the interest and attitude of studying biological concepts after the experiment(P <0.05),indicating that argumentative teaching can improve Students 'interest and attitude in studying biological concepts;using concept test as a tool to test students' concept mastery,the average score of the experimental class after the experiment was higher than that of the control class(75.40> 71.11),and there was a significant difference between the two classes(P < 0.05),which demonstrates that argumentative teaching can promote students' understanding and grasp of concepts;by analyzing the academic test results of the control class and the experimental class,it is found that there is no significant difference between the two classes(P>0.05),indicating that the argumentative teaching has no significant effect on the student's academic performance;The argumentation ability questionnaire was used to test the students' argumentation ability.The results showed that the average score of the experimental class was higher than that of the control class(4.365> 3.778)after the experiment.There was a significant difference in the argumentation ability between the two classes(P<0.05).Demonstration teaching can improve students' argumentation ability;correlate the concept of the experimental class with the argumentation ability Sex analysis,the results showed a significant correlation between the two(P<0.05).