A Study On The Students’ Scientific Argumentation Of The Dialogue Between Teachers And Students ——Take The High Quality Physics Class As Examples

Scientific argumentation plays an important role in scientific research,scientific application practice,scientific education and other scientific activities.Therefore,the 2017 edition curriculum standard clearly takes the cultivation of students’ scientific argumentation ability as the curriculum goal.At the same time,the new curriculum reform idea advocates that teachers and students construct knowledge together,rather than teachers’ direct teaching in traditional classroom teaching.Therefore,in physics classroom teaching,it is necessary to improve the students’ scientific argumentation ability.Through effective teacher-student interaction and conversational argumentation,teachers should shift the focus of teaching to teachers and students to reasonably explain phenomena and persuade others to accept and construct physical concepts.In order to empirically analyze the current situation of scientific argumentation teaching in physics classroom teaching in China,deeply explore the teaching strategies to effectively promote students’ scientific argumentation.This study takes the high-quality courses of teaching competition in China as the research object,analyzes the content of teacher-student interaction in classroom,and specifically studies the following problems:（a）What is the performance of the students’ scientific argumentation in the dialogue between teachers and students?（b）What are the features of teacher talk in the dialogue between teachers and students?（c）What is the influence of teachers’ discourse characteristics on students’ scientific argumentation performance in the dialogue between teachers and students?（d）What are the teaching strategies to cultivate students’ scientific argumentation in the dialogue between teachers and students?First of all,this study expounds the concept of scientific argumentation through literature research,divides scientific argumentation into four elements: claim,evidence,warrant and refutation,establishes the evaluation standard of students’ scientific argumentation performance,and then evaluates the characteristics of junior high school students’ scientific argumentation based on this standard.It is found that the performance of the elements of students’ scientific argumentation is: the quality of claim element is high,that is,students can express correct scientific claims;the quality of evidence and warrant elements is medium to low,that is,the evidence and warrant elements expressed by students are not scientific and sufficient,and the number of times in the classroom is lower than claim;the quality of refutation elements is low,and the refutation elements are rarely shown in the classroom.The overall performance of students’ scientific argumentation is a high level and medium quality state,that is to say,students can show a number of elements in the classroom,such as claims,evidence and reasons,but the performance of these elements is not scientific,especially sufficient.Secondly,this study establishes a framework for analyzing the characteristics of teacher talk through literature research,and divides the characteristics of teacher talk into two types: the type characteristics of teacher talk and the directivity characteristics of teacher talk content.It is found that,in terms of teacher talk types,the two most commonly used types of teacher talk in the classroom are directed questioning and indirect evaluation,while the three types of teacher talk,i.e.telling,direct evaluation and encouraging students’ interaction,are rarely shown in the classroom;in terms of teacher talk content,the most commonly used content of teacher talk are pointing to claims,followed by pointing to evidence,reasons and rarely pointing to refutation.By comparing the discourses of male teachers and female teachers,it is found that female teachers have more discourses in the classroom than male teachers on the whole;in terms of discourse type,male teachers have significantly higher use the indirect evaluation in discourse type than female teachers;in terms of discourse content,male teachers point to more evidence and female teachers point to more claims.However,there is no significant difference between male and female teachers.Thirdly,this study studies the influence of teachers’ discourse characteristics on students’ scientific argumentation performance by comparing the dialogue cases of students’ high scientific argumentation performance and low scientific argumentation performance.It is found that teachers can improve students’ scientific argumentation level through open questioning,direct evaluation and encouraging students’ interaction in the type of dialogue,and comprehensively point to the four elements of scientific argumentation in the content of dialogue（that is,helping students show a more complete structure of scientific argumentation）,however,the statistical test shows that there is no significant difference in teachers’ discourse characteristics among different levels of cases;while teachers can improve students’ scientific argumentation quality through directional questioning,direct evaluation and encouraging students’ interaction,that is,help students’ scientific argumentation more scientific and sufficient,but the comprehensiveness of teachers’ discourse content will not improve the quality of students’ scientific argumentation,and,statistical tests show that there are significant differences in the characteristics of teacher talk in different quality cases.Finally,based on the above findings,and through the study of typical cases of the dialogue between teachers and students,this study summarizes the teaching strategies of teachers’ effective implementation of scientific argumentation teaching,which mainly includes: teachers should give students more discourse power;the content of teachers’ discourse should point at the four elements of scientific argumentation more comprehensively;teachers should strengthen the discourse of encouraging students to interact;teachers should pay attention to the logic of the elements in scientific argumentation;teachers should pay attention to the coordination of various types of discourse.