Practical Research On The Concept Of Transforming Myth In High School Biology Argumentative Teaching ——Take Compulsory 1 Molecules And Cells As An Example

In biology Curriculum Standards for Ordinary Senior High Schools（2017 edition,revised in 2020）,clear requirements are put forward for students’ mastery of concepts and cultivation and improvement of their own literacy.However,when students learn concepts,they will not understand some concepts deeply enough,interpret them unilaterally,and even deviate from scientific concepts.These one-sided and wrong concepts are myths.It is necessary to change the concept of myth in the teaching process,and argumentative teaching method can be used to change the concept of myth of students.Argumentative teaching is an inquisitive teaching method,which guides students to form opinions and express refutations according to existing experiences and materials in class,so that students can experience the argumentation process similar to that of scientists,understand the nature and concept of science,and thus promote the development of students’ thinking.By using demonstrative teaching to change students’ misconception,guide them to change their misconception in the facts expressed in the materials,grasp the correct concept,but also to deepen their understanding of the concept,in a certain extent to train students’ scientific thinking.High School Biology Required 1 Molecules and Cells is the first part of high school biology and the basis for students to learn required 2 and the rest.By sorting out Chinese literature,argumentative teaching can improve students’ scientific thinking,argumentation ability and learning.There are various teaching strategies and probing methods to change the concept of myth.However,there are few in-depth studies on the concept of argumentative teaching.Therefore,argumentative teaching is chosen to change students’ misconceptions.Through the analysis of literature,the concrete practice process of argumentative teaching,combined with the2017 edition of high school biology curriculum standards and high school Biology required 1textbook,the chapter suitable for argumentative teaching to transform the concept of myth is analyzed.Then through practice,the validity of argumentative teaching to transform the concept of myth is explored.With senior one students as the object of practice,this paper uses the method of questionnaire survey,literature research,case analysis and data analysis to carry out the practical research on the concept of myth.Two classes in grade one with no significant difference in the degree of myth concept were selected.One class used traditional teaching and was the traditional class.The other class uses argumentative teaching to change students’ myths,which is the experimental class.Before and after practice,myth concept test was carried out for two classes,and questionnaire survey was carried out for the experimental class after practice.Compared with traditional classroom teaching,argumentative teaching can effectively change students’ myth concept.According to the results of the questionnaire survey,most students believe that argumentative teaching can improve their deductive and reasoning abilities,inductive and summary abilities,and argumentative teaching can promote their discovery of myths and deepen their correct understanding of concepts.