Research On Discourse Analysis In High School Physics Classrooms From The Perspective Of Argumentation

Scientific argumentation is an important part of the core quality of physics and an effective way for students to study scientifically in class.Argumentation is dialogic at first,teachers and students express their views and explain reasons through language in class,so classroom argumentation discourse is a very important research topic.Although researchers have carried out a preliminary study on classroom argumentation discourse,little is known about the effect and influence of teachers guiding students to demonstrate in class.Therefore,in order to explore how teachers' discourse shaping of classroom argumentation affects the quality of students' argumentation,and then provide suggestions for teachers to carry out high-quality classroom argumentation,this study selects three teaching videos of "free fall movement" in the famous teacher competition,transcribes and encodes them,and analyzes the discourse of classroom argumentation between teachers and students.First of all,on the basis of combing the relevant literature of scientific argumentation,this paper analyzes and compares the characteristics of discourse analysis framework of classroom argumentation at home and abroad,and chooses the EBR developed by Furtak and others to revise it,and finally revises it into the discourse analysis framework of classroom argumentation between teachers and students under the background of physics.Secondly,the paper makes coding statistics of teacher-student argumentation discourse in three classrooms,and makes static analysis from the aspects of teacher-student discourse quantity,teacher argumentation discourse category and student argumentation quality.Then,by using the lag sequence analysis method,this paper makes a dynamic analysis of teachers' and students' argumentation discourse,and discusses what kind of argumentation quality response students will make according to different types of teachers' argumentation discourse.Finally,the research results are discussed and suggestions are put forward for classroom demonstration teaching.The main conclusions are as follows:(1)From the perspective of teachers' and students' discourse,teachers' discourse is much higher than students' discourse in three classes,and there are differences in teachers' and students' discourse in each class.Combined with the video text,it is concluded that the difference of teacher-student discourse in each classroom is related to the designed teaching link.(2)From the perspective of teachers' argumentation discourse categories,A teachers' argumentation discourse categories of "encouraging to present evidence" and "encouraging to summarize rules" account for a larger proportion than the other two classes,B teachers' argumentation discourse categories of "encouraging to present opinions" account for a larger proportion than the other two classes,and C teachers' discourse categories of "encouraging to present data" account for a larger proportion than the other two classes.(3)Judging from the quality of students' argumentation,in the three classrooms,students' argumentation at the level of "no support" and "data argumentation" accounts for a higher proportion,while argumentation at the level of "evidence argumentation" and "rule argumentation" accounts for a lower proportion.Generally speaking,the quality of students' argumentation is mostly at a low level,and students' high-quality argumentation rarely appears in the classroom.(4)After analyzing the teacher-student discourse by lag sequence analysis,it is found that most classroom dialogues are elements that teachers encourage students to put forward arguments,and students will answer the corresponding level of arguments.Only when teachers put forward high-level argumentation requirements of "encouraging students to summarize rules" can students have high-level argumentation response of "rule argumentation".(5)Students' responses to teachers' discourse may also be mismatched in the classroom.According to the data and video text discussion,it is found that there are two performances: the first is that when teachers put forward the question of "encouraging and supporting synthesis",the general teacher's questioning direction is not clear,and most of them are mainly open questions.The prompt may include multiple argumentation elements,and most students respond with "unsupported" low-level argumentation;The second is that the students' cognitive level at that time did not meet the teachers' expected requirements,and the students' answers could not reach the expected level,and generally responded with the low level of "no support".Therefore,the higher the level of argumentation required by teachers,the higher the level of argumentation response that students can give.However,teachers' questions need to be combined with students' cognitive level,and open questions can be appropriately raised,so that students can actively explore and cultivate students' divergent thinking.