| The cultivation of students' scientific demonstration ability is in accord with Physics Curriculum Standards for General High Schools(2017 Edition).Through the interviews with teachers,it is found that the current teaching practice of scientific demonstration is less,class hours are limited,students' demonstration ability is low,and there is no suitable case for reference.Therefore,it is the trend of the current teaching reform to construct and develop corresponding models and cases and integrate scientific demonstration into teaching.This study mainly includes five parts: literature review,demonstration teaching model construction,design cases,practice research,and result analysis.Through literature search,based on cooperative learning theory,constructivism theory,combined with PCRR and ADI argumentative model,and integrated with Toulmin argumentative elements,an argumentative teaching model suitable for physics classroom was constructed.This model includes four stages: "setting up scenarios,raising questions","constructing arguments,expounding views","critical reflection" and "teacher summary".It aims to help students acquire scientific knowledge and cultivate their scientific demonstration ability at the same time.Based on this teaching model,“Sliding Friction” and “Free Falling Motion” from the first compulsory course(Luke edition)are selected for case design,the“ Sliding Friction”is designed around its direction,production conditions,exploratory experiments,and practice consolidation,the "Free Falling Motion" is designed with the formation of its concept and experimental exploration of its nature,The case design revolves around the demonstration teaching model constructed by this research,and the teaching arrangement is carried out in four stages.Before the implementation of the teaching,the high school teachers in the practice school were interviewed,the main purpose is to understand the current situation and difficulties in the implementation of argumentation teaching,teachers' understanding of argumentation teaching and suggestions for reference,students' argumentation ability foundation,etc.,so as to prepare for case design and teaching practice.In the stage of teaching implementation,two classes with no significant difference in physics performance of a high school in Jinan were selected as the research objects,the control class and the experimental class were set,and the scientific demonstration ability questionnaire was issued for the pre-test.The demonstration teaching was carried out in the experimental class,while the conventional teaching was carried out in the control class.After the two-month teaching intervention,the second questionnaire was issued,and the independent sample T test was carried out on the demonstration ability data and the physical performance data before and after the test using SPSS20.0 software to analyze the significant differences.Finally,I interviewed students to understand students' feelings and participation in demonstration teaching,to improve teaching and modify teaching cases.Through the analysis of the experimental results,it is found that after the teaching intervention,the experimental class scores is higher than the control class in argumentation ability,and the three dimensions of "claim and reason,evidence,counter-argument and evidence" scores are also higher than the control class,therefore,there are significant differences in the demonstration ability and three dimensions between the experimental class and the control class,indicating that teaching intervention based on the demonstration model constructed in this study can effectively improve students' scientific demonstration ability.Therefore,the teaching mode of scientific demonstration constructed in this study is applicable to physics teaching,which can effectively improve students' ability of scientific demonstration,and has a positive impact on students' interest in physics learning and their performance in physics. |
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