A Case Study Of Pre-service Chemistry Teachers' Demonstration Teaching Ability Development

As an important way of scientific thinking,scientific argumentation has been paid more and more attention in the field of science education in recent years.China’s newly formulated Chemistry Curriculum Standards for General Senior High Schools(2017Edition)also clearly regards evidence reasoning as one of the core qualities of chemistry.Developing high-quality argumentation class can effectively develop students’ ability of scientific argumentation,but the current situation of science classroom in primary and secondary schools lacks argumentation teaching,which is largely due to teachers’ lack of argumentation ability and less argumentation teaching consciousness.The formation of educational concept usually originates from the stage of teachers’ preservice education,so helping pre-service chemistry teachers to develop argumentation teaching ability is one of the powerful ways to improve this situation.Based on this,this paper focuses on the development of the argumentation teaching ability of pre-service chemistry teachers.On the basis of the relevant research at home and abroad,combined with the reality and the characteristics of the chemistry discipline in China,it designs a set of resources and a training program of "two stages and six links" to cultivate the argumentation teaching ability of pre-service chemistry teachers.Among them,the first stage is based on the examples of life news,the basis of the study of argumentation structure elements,and the carrier of the course “middle school chemistry experiment research”,to help learner experience scientific argumentation and consolidate the foundation of demonstration.The second stage is based on the argumentation teaching process,high quality teaching examples of middle school chemistry,and the teaching practice of argumentation teaching,to help learner improve teaching skills and gradually develop the argumentation and argumentation teaching ability.At the same time,this paper proposes an evaluation tool for argumentation teaching ability,which comprehensively measures the argumentation teaching ability of pre-service chemistry teachers from three aspects: the quantity of demonstration elements,the quality of argumentation activities and the quality of classroom dialogue feedback.The results show that the argumentation and argumentation teaching ability of preservice chemistry teachers has been significantly improved after training.The training resources designed in this study are rich in content,and the training program has a significant effect.The designed multi-dimensional comprehensive evaluation method is feasible and effective.In addition,it is found that teachers’ scientific argumentation ability has a certain influence on the development of high-quality argumentation class.