A Case Study Of Elementary School Science Teachers' Classroom Teaching Based On Argumentation Theory

Scientific argumentation in teaching practice has risen heated debate among educators nationwidely.It is no deny that Chinese students' weakness of proposing argument is urging educators and teachers to make changes.In view of this,the use of discourse in educational settings has become one of the most essential ways in improving students' argumentative ability.This study will focus on how teachers can embed scientific argumentation` into classroom instruction,and how using discourse can advance argumentation activities in classes.As study subjects,12 sample lessons are chosen from provincial or above outstanding show lessons of senior teachers and other standardized classes in the time frame from 2015 to 2019.All teachers' discourse in these samples will be analyzed from an argumentative light based on the discourse analysis framework.Conclusions drew by this study are listed as follows:(1)Teachers still shoulder the main role in classroom discourse and classroom education still has to be directed by teachers mainly.(2)The ratio of non-argumentative discourse and argumentative one is opportune,nevertheless teachers' argumentative discourse significantly facilitates the progress of classroom argumentation activities.Teachers' argumentative discourse,for example,making claims and ideas(MC)occupies the most of all discourse made,followed by making warrants(MW),evaluating arguments(EA)and reflecting on arguments(RA).Meanwhile,making rebuttals(MD)and evaluating evidence(EE)are found to be least utilized.In non-argumentative discourse,on the other side,presentation(P),direction(D)and guiding students to ask questions(GQ)are the most welcomed three,while the use of discussion(DI)is least.(3)Grade six teachers outperform their grade two and four counterparts in both the way and quality of using elements of argumentative discourse,and at the same time,there is no considerable difference found between educators from grade two and four as to how they use argumentative discourse along with the quantity of elements used and its pattern.(4)The quality of argumentative discourse usage of teachers performing outstanding show lessons is notably higher than those running standardized lessons.These two parties differ themselves from each other in respect of the quantity and distribution of argumentative class discourse.Show lessons teachers stress the wide variety of scenarios where they use argumentative discourse,as well as the logicality and profundity of argument.(5)Teacher-using discourse does help students' self-construction,but there is a lack of communication on social negotiation layer.Lastly,this study would like to humbly propose serval suggestions accordingly in respect of implementing classroom argumentation activities.(1)Teachers should be trained and equipped with corresponding professional skills,precisely regarding argumentative discourse usage.(2)Enriched resource should be placed and opportunities for mutual-evaluation should be provided.(3)How to cultivate students' ability in scientific argumentation has to be done in a multi-staged fashion.(4)Efforts should be contributed into developing argumentation penetrating classroom content.