Research On Instructional Design And Application Of Argumentative Teaching In Element Compounds

Argumentative teaching is an argumentative activity that allows students to experience the process of analyzing and demonstrating knowledge based on the teaching content,put forward propositions based on evidence and make reasoning explanations,and defend propositions.Students can not only have a deep understanding of subject knowledge,but also improve their capacity of scientific argumentation.In this paper,argumentative teaching mode is adopted to carry out teaching design of chemical element compound knowledge in senior one,and it is implemented in the actual classroom to train students' scientific argumentation ability and promote their knowledge construction and thinking development of chemical element compound.Implement the cultivation requirements of chemistry discipline core literacy,and provide case reference for front-line teachers to cultivate students' scientific demonstration ability.Firstly,this paper summarizes the research status and trend of argumentative teaching and scientific argumentation ability.Secondly,using cognitivism,constructivism learning theory and Toulmin's demonstration model and other theories,taking iron and chlorine in the knowledge of elemental compounds as the teaching research content,by studying and demonstrating the requirements of teaching objectives,evaluation objectives and demonstration activity design,Based on the steps of argumentative teaching,teaching principles and evaluation elements of scientific argumentative ability,the teaching design based on argumentative teaching is compiled,and argumentative teaching is applied to specific teaching practice for research.Finally,it uses after-school exercise tests,scientific demonstration ability tests and interviews to test students' understanding and mastery of knowledge and the effect of scientific demonstration ability,and makes statistical analysis of the results and data to draw the conclusion of this study.The results show that:(1)by means of the students of class two homework problems knowledge assessment,monthly exam results were analyzed,and the experimental class scores improved obviously,and significant differences two classes,that is based on argument type teaching of senior chemistry teaching design is beneficial to students' understanding of knowledge to master,understanding the intrinsic logical relation between knowledge,students in the classroom to enhance the learning efficiency,The level of subject knowledge is constantly improved,which promotes the improvement of academic record.(2)Through the analysis of the "Scientific Demonstration Ability test" and the interview effect of the two classes,it is found that there are significant discrepancy between the experimental class and the control class in scientific phenomena,scientific problems and technical product issues,and the demonstration ability of the experimental class is better than that of the comparative class,and the students' awareness of demonstration is strengthened and their demonstration level is improved.Therefore,argumentative teaching is helpful to improve students' ability of scientific argumentation.