Research On Argumentative Teaching Practice Based On The Cultivation Of Scientific Thinking

The 21st century is a new era of big data with information changes.With the development of education curriculum reform,high school biology curriculum in China pays more and more attention to cultivating students' ability to collect and process information,dialectical thinking and scientific innovative thinking? Senior high school biology curriculum standard(2017 Edition)requires students to make judgments based on scientific facts and historical materials,discuss or demonstrate social issues related to biology,go through the process from obtaining information for analysis and sorting,to looking for evidence,forming self assertion and expressing refutation,and experience the process of constructing scientific theory or knowledge similar to that of scientists.As one of the inquiry teaching mode,scientific demonstration teaching plays an important role in helping students complete the concept transformation,data analysis and problem solving ability.Therefore,applying argumentative teaching to high school biology teaching and searching the argumentative teaching strategies to effectively improve students' scientific thinking ability with relevant evaluation is the study's objective.Firstly,it analyzes the research status of argumentative teaching at home and abroad,and defines the related concepts;Then in the practical teaching,using experimental teaching method,questionnaire survey,interview,case analysis and other research methods,select the teaching materials that can use the argumentative teaching strategy,take two parallel classes of Lecong middle school in Shunde District of Foshan City as the research object to carry out the empirical research.First of all,through the "scientific thinking tendency questionnaire" to test the students' scientific thinking tendency,and take the students' scores in the first month of biology examination as the pre-test scores,and then take the results of the unified examination and the questionnaire survey as the basis for considering the effect at the same time.The results showed that there was no significant difference between the two classes in the level of scientific thinking tendency and biological performance before the experiment.Then select one class as the experimental class to carry out argumentative teaching,and the other control class adopts the teaching method.In addition to the different teaching strategies,the two classes keep the same teaching progress and homework.In the process of research,the students' final examination scores of the first semester are taken as the intermediate test scores,and the influence of argumentation teaching on students' examination scores is tracked.After the end of the study,the students' scores of the first monthly biology examination in the second semester were taken as the results of the post-test,and the scientific thinking ability was tested by the same method as the pre-test through the "scientific thinking tendency questionnaire".The results show that the implementation of argumentation teaching in senior biology classroom teaching has a certain impact on improving students' scientific thinking ability and biology performance.But the ability of scientific thinking is not inborn,it needs to go through a certain period of thinking training and training.In order to carry out argumentation teaching effectively in the future,the author puts forward the following suggestions on the implementation of argumentation teaching strategy: first,provide appropriate argumentation teaching auxiliary materials,enrich the argumentation materials;Second,strengthen the application of data and evidence,and pay attention to guide students to ask questions about the principles;Third,give students enough space to think and create an active and relaxed classroom atmosphere.