A Unit-based Research On The Demonstration Teaching Practice Of Biology In Junior High School ——Taking The First Volume Of The Seventh Grade Of Junior High School Biology Of Beijing Normal University As An Example

With the development of the times and the advancement of the new curriculum reform,it is necessary to continuously update the existing teaching mode and comprehensively develop the core literacy of students to meet the needs of personal and social development.As one of the important components of core literacy,scientific argumentation helps to cultivate students’ scientific thinking and scientific argumentation ability.This study aims to explore the influence of the unit-based argumentative teaching model on the improvement of junior high school students’ scientific argumentation ability and the mastery of unit knowledge.This study is based on the textbook content of the seventh grade of junior high school biology of Beijing Normal University,and the theme unit design is based on the main lines of "green plants maintain carbon and oxygen balance" and "green plants participate in water cycle"（four teaching design cases are presented in the paper）.The specific practical research process is as follows: the experimental class uses teaching strategies such as "question form" and "claim form" to carry out argumentation teaching practice.Before and after the teaching practice,the survey method is used to measure the students’ scientific demonstration ability,the change of scientific attitude,and the mastery of unit knowledge.The students of the experimental class are randomly selected for non-structural interviews.The data were processed and analyzed using the independent sample T-test and Mann-Whitney U test in Spss20.0 software.The results show that:（1）Combined with the results of classroom performance and argumentation ability test,it is found that students’ ability to present evidence,put forward justification,and question and refute has improved significantly.Claims to present reasonable rebuttals and questions to draw conclusions.It shows that the unit-based argumentative teaching can promote the improvement of students’ scientific argumentation ability.（2）Compared with the control class,the five dimensions of scientific interest and participation in the experimental class were improved to a certain extent,and the total score of scientific attitude was significantly higher than that of the control class.The interview results showed that students generally agreed with and liked the unitbased argumentative teaching model,indicating that unit-based argumentative teaching could improve students’ scientific attitudes.（3）Through short-term teaching guidance,although there is no significant difference between the mean scores of the unit test papers of the two classes,the mean value of the experimental class is about 2 points higher than that of the control class,indicating that argumentative teaching in the subject unit is to a certain extent.Conducive to students’ understanding and mastery of unit concept knowledge and self-construction.