Research On Discourse Analysis Of Argumentation In High School Physics Classroom

Recently,the field of science education has paid attention to train the students' scientific literacy.China's General High School Physics Curriculum Standards(2017 Edition)explicitly put forward the requirements for students' argumentation ability.Scientific argumentation is an important content of physics teaching,so teachers' classroom discourse directly affect students' argumentation level.This study selects three teaching videos of "Newton's First Law" as the research object,transcribes,encodes,and statistics the classroom discourse,and explores the influence of physics teacher's classroom discourse on student argumentation.First of all,through literature analysis,we sorted out the related literature of scientific argumentation and classroom discourse,sorted out the domestic and foreign argumentation discourse analysis frameworks.Secondly,choose the highly feasible Su Shengkai teacher argumentation discourse category framework and the argumentation ability evaluation standard framework proposed by Erduran and others as the analysis tool to encode the lesson examples.After that,use the lag sequence analysis tool to quantitatively analyze the classroom examples.Finally,I conduct fragment qualitative analysis on the existing lesson examples,and relevant teaching suggestions are put forward.The main conclusions of the research are as follows:(1)From the perspective of teacher-student speech volume,the teacher speech volume is far greater than the student speech volume,up to 90.4% of the entire class.The classroom is given priority to with teachers' teaching.(2)From the perspective of the ratio of teacher-student argumentation,the three lesson examples are not much different.The teacher argumentation in the classroom is at most half of the non-argumentation language.For the teacher's classroom language,the non-argumentation language is mainly in the form of teaching.For students' classroom discourse,simple argumentation is the main discourse.The differences in the three lesson examples may be affected by the way the classroom handles it.(3)From the perspective of the types of teacher argumentation,"making claims" is the most frequently used category of argumentation discourse.The frequency of other argumentation discourse types varies in different lessons,which is influenced by teachers' questioning methods and teaching methods.(4)From the perspective of the level of students' argumentation discourse,students' argumentation is mostly composed of a single proposition.Under the guidance of teachers,they will put forward reasons to support the proposition,and there is no high-level argumentation with clear refutation.In general,students have a low level of argumentation.(5)From the impact of discourse categories of teachers to students' argumentation,the argumentation discourse that "making claims" by teachers can trigger students to put forward a single proposition,which is the behavior that appears most frequently.After the category of "making warrants ",teachers can trigger students to put forward the proposition that contains reason support,which is a behavior that has reached a high level of significance in all the three lesson examples.In addition,when teachers show "making warrants","justifying with evidence" and "reflecting on arguments",students may appear higher levels of argument.Based on the framework of argumentation discourse analysis,this study analyzes the influence of classroom argumentation discourse categories on students' argumentation through the quantitative method and the qualitative analysis.This paper discusses what kind of behaviors of teachers can more stimulate students' argumentation behavior,and what kind of argumentation discourse is more conducive to the improvement of students' argumentation level,so as to provide reference for the related research of classroom argumentation discourse in the future.