Experimental Teaching Research Of High School Biology Based On Scientific Demonstration

In recent years,scientific argumentation has received extensive attention in international science education.Biology,as an important subject for the implementation of scientific education content,puts forward the concept requirements of developing students' core literacy in terms of scientific thinking and scientific inquiry in the “Biology Curriculum Standards for General High Schools(2017 Edition)”.Among them,scientific thinking,as an important part of the core literacy,aims to be based on facts and evidence,use scientific thinking methods to discuss or demonstrate new problem situation related to biology,clarify personal positions.It indirectly reflects the cultivation requirements of scientific argumentation.The high school biology experiment has a lot of inquiry learning content,which can be better integrated with scientific demonstration.However,through existing research,it is found that there are few practical researches on scientific demonstration in high school biology experiment teaching.Therefore,this research is based on the investigation of scientific demonstration teaching application and students' demonstration ability,attempting to integrate scientific demonstration into high school biology experiment teaching,and study its feasibility and teaching effect.This study firstly uses the literature research method to sort out the research status of scientific demonstration at home and abroad,and defines the relevant concepts and explains the theoretical basis.Then,the application status of scientific demonstration teaching in high school biology teaching is investigated through teacher questionnaires.Then,after analyzing the feasibility of integrating scientific demonstration into experimental teaching,the practical process of biological science demonstration experiment teaching in high school is constructed,the principles and teaching strategies of scientific demonstration experiment teaching are put forward,and the experimental teaching design of biological science demonstration in high school is carried out.Two classes with equal grades were selected as experimental class and control class to carry out scientific demonstration experimental teaching and conventional experimental teaching respectively.Through the investigation method and the statistical method,we analyze the changes of the students' scientific demonstration ability,biological experiment interest and biological experiment attitude before and after the practice.The interview method was used to understand the students' feelings and suggestions on the experimental teaching of scientific demonstration.The study results show that the following:(1)Most teachers agree with the teaching role of scientific demonstration teaching,but they have insufficient understanding and application of the theoretical concepts of scientific demonstration teaching;(2)In terms of biological experiment interest and biological experiment attitude,the experimental class is significantly higher than the control class;(3)The overall score of scientific demonstration ability in the experimental class is significantly higher than the control class,but the development of argumentation ability is unbalanced.There are significant differences in the ability of proposing claims,evidence and reasoning(P <0.05),and there is no significant difference in the ability of refuting and refuting again(P>0.05);(4)The interview results show that the students generally recognize the scientific demonstration and experimental teaching and say that they can adapt.The study concluded that:Scientific demonstration of experimental teaching is feasible,and help to improve students' interest in biological experiment and biological experiment attitude;Experimental teaching of scientific demonstration is helpful to improve students' scientific demonstration ability,but students' ability to refute and rerefute is relatively weak,so long-term scientific demonstration and teaching intervention is needed to achieve high-quality demonstration.Based on the above research and practical teaching experience,corresponding suggestions are put forward for implementing scientific demonstration and experimental teaching in schools and teachers:(1)Improve the teachers' awareness of demonstration;(2)build scaffolding for students to guide the demonstration;(3)pay attention to the guidance,evaluation and feedback of teaching.