The Practice Of Using PCRR Model In Mechanics Teaching To Improve The Scientific Demonstration Ability Of Senior High School Students

Nowadays,with the rapid development of science and technology,improving students' scientific literacy is a hot issue that the international education circle is paying attention to.Therefore,carrying out scientific demonstration activities in physics classroom can not only consolidate students' scientific knowledge,but also promote the development of students' scientific demonstration ability.Teachers need to carefully design students' learning activities after class,guide and train students to demonstrate problems through the four stages of presentation,criticism,reflection and refinement in classroom teaching,so as to ensure the smooth development of demonstration activities,so as to improve the ability of scientific demonstration of senior high school students.In the development of foreign education,the research on argumentative teaching is relatively early.In the curriculum standards of China in 2003,it was clearly proposed to improve students' scientific literacy.In the revised curriculum standards of 2020,the importance of the core literacy of physics and the cultivation of students' scientific demonstration ability was emphasized.This article includes literature review,questionnaire survey,teaching design and practice research.In the literature review stage,the domestic and foreign researches on argumentative teaching are summarized and summarized from different perspectives.Then,the PCRR(Present,Critique,Reflect and Refine)teaching model is introduced,which takes the four stages of presentation,Critique,reflection and refining as the main line.Train students' ability of scientific demonstration and associate it with Toulmin's demonstration model to improve the integration of teaching practice and theoretical research.In the questionnaire survey stage,the author issued 99 questionnaires to the senior one students in the practice school to investigate the current situation of the students' physical science demonstration ability.The results show that the senior one students' physical demonstration ability is low,indicating that this research has practical value.In the stage of teaching design,the PCRR model is used to carry out teaching design by selecting the compulsory physics unit "Interaction".In the stage of practical research,in order to test the rationality and effectiveness of the proposed teaching framework,two classes in grade one are randomly selected in the senior high school.One is the control class using the traditional teaching method,and the other is the experimental class using the PCRR teaching mode.After nearly five months of teaching intervention,the students of the two classes were tested to analyze the development of students' physical science demonstration ability and their mastery of unit knowledge.The posttest,the experimental class students scientific reasoning ability is higher than that in comparative classes students score,but the dimension unbalanced development,analysis of the reason is because the experimental classes of students in the classroom through the team cooperation,opinions,reflect on refining,physical demonstration ability has improved in a short period of time,and that in comparative classes student achievement of growth is not obvious.Refutation is the most complex part of argumentation activities,which can reflect students' higher-order thinking,so it is difficult to improve in a short time,which will cause the dimension development imbalance of students' argumentation;After testing the conceptual knowledge of unit 3,it was found that the average score of the students in the experimental class was a little higher than that of the control class,but there was no significant difference.The analysis reason was that the teaching intervention time was short,so the students did not show their mastery of unit knowledge.As a result,the new teaching mode of argument-PCRR mode,meet the physical science literacy of the physics concept,scientific thinking,scientific inquiry and scientific attitude and responsibility from four aspects,hope this teaching mode can provide a line of physics teachers with research clues,for the future in the teaching to explore,experiment,provide effective teaching experience and practice.