Case Construction And Practical Application Of Biology Argumentation Teaching Curriculum In Senior High School Based On The Analysis Of Teaching Materials

In the 1990 s,the argumentation teaching activities began to be incorporated into the teaching methods of classroom learning education and developed vigorously,and a series of argumentation teaching implementation strategies and teaching models were put forward.Currently has the rise of international PISA,TIMSS,NAEP international student evaluation project,as well as the UK countries and regional institutions have put forward the corresponding scientific ability evaluation framework,focusing on students' scientific ability literacy,argumentation teaching as one of the methods of cultivating students' scientific argumentation ability has therefore become the focus of science education workers.As the basic good character and key knowledge and ability necessary for the development of modern students,it is urgent to improve the core literacy of the subject of biology.As another efficient teaching mode to cultivate contemporary students' scientific thinking,scientific experiment exploration and innovation ability,argumentation teaching plays an irreplaceable role in further implementing and improving the core literacy of biology.The systematic planning and classification of high school biology textbooks can further enrich the types of argumentation teaching,and the design of argumentation cases can also provide reference for front-line teaching,which is of great significance to the argumentation teaching research in the field of middle school biology in the future;To test the ability of scientific argumentation ability,so as to clarify the role of argumentation teaching in cultivating students' scientific argumentation ability.Research system combing the development of argumentation teaching methods at home and abroad,the development of social background and related research technology application,from students' interest in biology learning love,difficulty,future expectations,learning life,argumentation ability level,argumentation quality dimensions of data analysis and investigation;On the basis of full consideration to improve students' learning situation,interest and content type of teaching materials,design innovative high school biology argumentation teaching course cases based on Toulmin argumentation model and carry out comprehensive practical research;According to the principle of combining diversified evaluation methods,the performance of students,argumentation ability and the mastery of subject knowledge are comprehensively evaluated.Combined with the questionnaire survey method,interview method,data statistical analysis method and other various evaluation methods,the actual teaching effect and satisfaction of the argumentation teaching course are analyzed,and the teaching effect and function of the argumentation teaching are evaluated.Focus on the change of students 'scientific argumentation ability,scientific argumentation ability the scientific thinking on the change of concrete situation,from the side reveals the students' scientific thinking teaching effect and function,put forward the teaching of teaching Suggestions and methods,provide reference for middle school biology argumentation teaching research.(1)Argumentation teaching can continuously mobilize students' interest in biology learning,so that students can better enter the learning state.In practice,by comparing the students of the practice class and the control class,the p-value of the three grades became more and more significant,namely 0.350,0.312 and 0.031,respectively.In the post-test,the difference p-value between independent samples and paired samples after t-test was less than 0.05,and the interest of the students in the two classes increased by 3.57 and 1.10 respectively,and the average score of the experimental class was 1.65 higher than that of the control class,indicating that the students' learning interest in the process of argumentation teaching practice.(2)The argumentation teaching course based on the analysis of teaching materials is conducive to the improvement of students' argumentation ability and the formation of the core quality of the discipline.Before and after the comparison practice,the quality of students' argumentation most students have improved to the level three,level four,a few students can reach the level five,the overall level is high;In terms of students' argumentation ability,the average score of students' argumentation ability in the experimental class has reached a high level,and the argumentation ability is significantly improved;Among the three dimensions of argumentation ability,students achieve the claim and reason.In the multiple view dimension,most students can achieve the goal,a few students still score 0-1,most students score 0-1,and a few students can score 2 points.On the whole,compared with the initial argumentation ability of the students has been improved,indicating that the teaching goal achievement degree is higher;Recording and translating students 'argumentation discourse in the classroom found that students' ability level of various arguments has been improved,but the level of refutation is still low;Most students and teachers think that the curriculum design of argumentation teaching is more reasonable and maintain a positive attitude towards argumentation teaching.(3)The impact of short-term argumentation teaching practice is not significant on students' academic performance.As an important component of teaching evaluation,students' academic performance can directly reflect students' learning situation and teachers' teaching effect,which is an evaluation index that cannot be ignored.In line with the objective,true and scientific evaluation principles,in order to better reflect the role of argumentation teaching in cultivating students.After the teaching practice,the final test results of the students in the two classes were selected as one of the post-test evaluation indicators,quantitative statistical analysis and an independent sample t-test were performed on student test scores.The results showed that the average final exam score of the experimental class was 0.89 points higher than that of the control class.The p-value obtained by the independent sample t-test was 0.922,greater than 0.05,indicating no significant difference in the final scores between the experimental and control classes.Therefore,in terms of improving students' examination results,the effect of adopting the demonstration teaching mode is not obvious,but it may be caused by the short practical research period.Research creates evaluation method according to diversified evaluation standards,follows the principle of combining qualitative evaluation with quantitative evaluation,and conducts process and final evaluation of students' learning situation,which can objectively and truly reflect students' learning situation and the teaching effect of argumentation teaching.The implementation of argumentation teaching is evaluated from the dimensions of students' learning effect,students' improvement degree of students' argumentation ability,argumentation teaching course effect and the overall satisfaction of argumentation teaching course,which has a certain scientific nature and credibility.