A Practical Research On Argumentative Teaching Of Biology In Junior High School

With the continuous deepening of curriculum reform of elementary education,more and more attention is paid to the cultivation of students' scientific thinking and inquiry abilities by schools.Argumentative teaching,involving both exploration and demonstration,introduces scientific and practical arguments into classes.Students who act as scientists,firstly search for and analyze materials to form their ideas,and then demonstrate and argue with others to support their standpoints.Therefore,they can understand the scientific theories or form their own knowledge network.It not only focuses on the final conclusions,but also the factual basis and arguments,expecting the collision of students' logical and critical thinking.Hence,argumentative teaching is not just a platform where students construct their cognitive structures,but an effective method to foster students' key competences in biology.The research has combed relevant studies on the application of argumentative teaching to biology teaching in high schools at home and abroad through literature research method.Based on the characteristics of biology in junior high schools and the observation of practical teaching process,the thesis-writer has built an argumentative method for biology of junior high schools,and has designed the process of implementation in classroom.Meanwhile,the author has summarized the features of argumentative teaching design,and has tried to integrate the new argumentative method into the teaching plan design and put it into practice.In the course of carrying out the experiment,questionnaire is used to see the effects of the employment of argumentative teaching method on students' abilities in terms of arguing and logical thinking;students'final exam scores are analyzed to see if there are effects on students' achievement with the teaching method.After mouths' experiment,the following conclusions can be drawn that,firstly,the argumentative teaching method suitable for biology teaching of junior high schools consists of five fundamental elements:materials,standpoints,warrants,contradicting and arguing,and also involves some auxiliary elements,such as alternative standpoints,arguments,modifying perfecting ideas and so on,all of which make up of a relatively complete argumentative method;secondly,the process of implementing this method is composed of six core steps:reading materials by themselves,communicating with other students freely,coming up with their own standpoints,changing viewpoints,proposing questions and supporting their ideas with powerful proofs,which needs careful preparation before the classes;thirdly,the corresponding teaching design is featured with emphasis on basic knowledge,openness,operability and student-centeredness.According to the three aspects,the writer made different teaching plans for two kinds of argumentative teaching method,immersive teaching and social-scientific teachingThe results show that students' abilities to come up with their own ideas can be improved,there is no significant influence on students' argumentative abilities within a short time by argumentative teaching,but it can reflect the overall improvement trend of argumentation ability.This method is conducive to enhance students' logical thinking competence by increasing students' exposure to logical reasoning on the condition that students'achievement won't be influenced.Through the construction of demonstration mode and the practical application of demonstration teaching,it is helpful for students to build scientific knowledge,improve their scientific learning ability and enhance their core biology accomplishment,and at the same time,it can promote the application of demonstration teaching in biology teaching in junior high school.