Case Analysis And Instructional Design Research Of Argumentative Teaching In Junior High School Geometry

In recent years,argumentative teaching has gradually emerged in China,and most studies have shown that adopting this teaching method can help the development of students’ thinking ability.Argumentative teaching is teaching with argumentation as the core,and it is an important way to develop students’ logical reasoning ability.Our country’s "Mathematics Curriculum Standards for Compulsory Education(2011Edition)" clearly states that students’ reasoning ability needs to be developed,while argument and reasoning are inextricably linked.At the same time,the curriculum standards also put forward requirements for students to explore mathematical conclusions through reasoning,encourage students to innovate and dare to question.These requirements need teachers to pay attention to and implement in the process of classroom teaching.At present,in the research of mathematics teaching in China,there are not many case analysis studies from the perspective of argumentation,and there is also a large space for research on teaching design related to this.Therefore,this paper takes geometry as an example and focuses on the following two questions to research:(1)What is the argumentation situation in the teacher’s classroom teaching?(2)What is the implementation plan for carrying out argumentative teaching in junior high school geometry teaching? Based on the above problems,this research adopts the case analysis method and other methods to analysis and summary.In order to understand how junior high school math teachers demonstrate in the classroom,this paper selects two video lessons of "same angle,interior staggered angle,same-side interior angle" and "congruent triangle",combined with the Toulmin’s argument model the data analysis is carried out from three aspects: teaching situation,teacher intervention and teacher argumentation quality,and the results showed that:(1)The situation used by teachers in classroom teaching is relatively simple,and the attributes of the argumentation situation are lacking;(2)Teachers’ interventions mostly focus on letting students expound their claims and explain their reasons,but less on the amendment of claims,clarification of reasons,and mutual questioning and refutation,which shows that teachers have the awareness of guiding students’ argumentation in classroom teaching,but it is not comprehensive enough to guide students to recognize the integrity of the argument structure;(3)From the point of view of the elements of argumentation,the three basic elements of assertion,data and evidence in the teacher’s argumentation are more reflected,while the three extended elements,namely refutation,qualifier and support,are relatively less reflected,which also leads to the teacher’s argumentation level is inclined to the lower level.Teachers’ argumentation levels are mostly concentrated at level 1 and level 2,only a few of them reach level 4,and level5 is almost absent,which shows that there is a lack of high-level argumentation activities in the classroom.In order to improve the demonstration level of classroom teaching,restore the exploration process of knowledge and give full play to the initiative of students in the classroom.Combined with the theory of argumentative teaching,this research constructs a teaching model based on Toulmin’s argumentation structure,and carries out corresponding teaching design and characteristics.Finally,based on the above research,taking geometry content as an example,the basic plan for teachers to implement argumentative teaching in mathematics is sorted out:(1)Select appropriate geometry content;(2)Determine appropriate task support;(3)Reasonably set classroom demonstrations;(4)Do a good job of feedback analysis on the implementation of argumentative teaching.