Practical Research On Demonstration Teaching In Biology Of Senior High School

Argumentation in science education revolves around natural content,which refers to the activity of forming claims based on existing data,seeking evidence and constructing reasons to effectively support self claims or refute different claims.Scientific argumentation is a process of continuous confirmation and reorganization of scientific knowledge.It is conducive to the cultivation and development of students' argumentation ability and core literacy,promoting students to further understand scientific knowledge,transform scientific concepts,further understand the nature of science,develop students' scientific inquiry ability,and gradually cultivate students' scientific language expression ability Independent thinking ability and critical thinking ability.Therefore,argumentation teaching is very important to cultivate students' core quality and promote their all-round development.However,most of the current researches focus on theory and teaching strategies,and there are few researches on the effect of argumentation teaching.In addition,the evaluation methods are single,and the measurement tools and evaluation standards of scientific argumentation ability often do not pass the scientific reliability test.On the basis of literature survey,this research collects the relevant literature about scientific argumentation at home and abroad,specifically expounds the background,significance of the research,and the current situation of argumentation in science education.Secondly,it defines the relevant concepts of argumentation,and expounds the basic theory of scientific argumentation teaching.Then,the paper summarizes and analyzes the evaluation standards of scientific argumentation at home and abroad,compiles the evaluation standards of high school students' scientific argumentation ability,and uses the questionnaire in the test to optimize it.Then it is used in the investigation of high school students' scientific argumentation ability.Combined with the cognition and use of senior high school biology teachers on argumentation teaching,the paper analyzes the current situation of high school students' scientific argumentation ability,This paper summarizes and analyzes the problems that may hinder the integration of argumentation into classroom teaching,and on this basis,constructs the teaching strategy of integrating argumentation into science classroom.Two classes of grade one in a school in Guangxi Province were randomly selected,and the pre-test analysis of scientific argumentation ability and academic performance was carried out by using test tools.The experimental class and the control class were selected.The researchers implemented different teaching methods for the two classes.The experimental class adopted argumentation teaching mode,while the control class adopted conventional teaching mode.Then,we use the argumentation ability test tools and evaluation criteria to evaluate and analyze the students' argumentation ability and academic achievement.The results show that:(1)senior high school teachers know little about argumentative teaching,use little,teaching method is single,teachers' Argumentative and students' Argumentative consciousness is weak,and inquiry teaching is formalized.In addition,senior high school students' scientific argumentation ability is low,and they can carry out lower level argumentation activities in the face of specific problem situations,but the argumentation process system is incomplete,often showing weak "evidence" consciousness,and it is difficult to put forward different claims.However,the above performance has nothing to do with students' gender and biology academic performance.(2)On the whole,after four months of argumentation teaching,there are significant differences in the overall ability of scientific argumentation between the experimental class and the control class,but the development of each sub dimension ability is not balanced,which shows that argumentation teaching can effectively promote the development of students' overall ability of scientific argumentation.(3)In terms of academic performance,after four months of practical research,there is no significant difference between the experimental class and the control class,which indicates that the demonstrative teaching does not have a positive impact on students' academic performance.(4)In terms of gender and academic performance,after short-term teaching practice,the influence of different gender and biological academic performance on the development of scientific argumentation ability of students in the experimental group is basically the same,indicating that gender and academic performance have no positive impact on the development of scientific argumentation ability of high school students.Based on the above analysis,this paper puts forward the following suggestions:making stage teaching,gradually developing students' scientific argumentation ability,creating diversified situations,promoting students to carry out argumentation,paying attention to the presentation order and mode of relevant data,providing problem support and guiding argumentation,etc.