Analysis Of High School Physics Experiment Teaching Based On Toulmin's Argument Model

Argumentation is an important part of scientific thinking,and training students’ argumentation ability is one of the objectives of physics teaching.In the present high school physics experiment teaching,how to carry out the demonstration teaching,is the research problem of this paper.This study selected 7 high school physics experiment subjects,a total of 21 excellent lesson examples as the research samples.Based on the Toulmin argumentation model(a process model composed of six functional elements,such as assertion,data,basis,support,qualifier and rebuttal),the thesis analyzes the argumentation elements,argumentation patterns and argumentation levels in the video examples.The research mainly draws the following conclusions:1.In high school physics experiment teaching,assertion elements of argumentation appear most frequently,followed by data and basis,and finally determiners and refutations.These elements show a slow decline trend,and the completeness of classroom argumentation mode is relatively high.2.Different teaching topics differ in the number,pattern and level of demonstration elements presented in class due to the different degree of difficulty,internal logic and connection with life of experiments.3.Under the same teaching theme given by different teachers,the more argumentation elements contained in the segment,the more complex the argumentation combination form and the higher the argumentation level,which reflects the more in-depth and thorough the teacher’s explanation in this segment.4.In different teaching activities,the demonstration level of "setting up situation" is higher than that of "experimental design" and "conclusion drawing",and the demonstration level of "experimental design" is the lowest.This indicates that in the "experimental design" link,most of them are led by teachers and refer to the experimental design determined by the textbook,and the quality and depth of students’ participation in the demonstration are not high.5.In the experimental class of high-level demonstration,the teacher will provide rich "data",and provide "basis" and "support" to support.In the part of "experimental design",the teacher separates the physical quantities involved in the experimental conjecture and guides the students to design the experiment through the question string.Based on this,this study puts forward several suggestions for the demonstration teaching of high school physics class: 1.Teachers should pay attention to the link of "experimental design";2.Create an open and interactive experimental classroom environment;3.Assign various forms of experimental homework full of demonstration elements after class.