Research On Design And Practice Of Argumentation-oriented Teaching Of Biology In Senior High School Based On The History Of Biological Science ——Taking Homeostasis And Regulation Of Senior School Biology Selective Compulsory ? Tex

As international science education pays more and more attention to the educational value of scientific argumentation methods,the argumentation-oriented teaching,which introduces scientific argumentation process into the class,has become one of the hot research topics of international science education.China's latest Biology Curriculum Standard for Senior High Schools(2017 Edition,2020 Revision)advocates that teachers should properly carry out scientific inquiry and scientific argumentation activities in biology teaching,and pay attention to the study of the history of biological science and the essence of science.However,the traditional teaching of the history of science often tells the historical facts of science directly,which is easy to ignore the infiltration of scientific thought and the study of the essence of science.Argumentation-oriented teaching integrates the thought of scientific argumentation into classroom teaching,which can make students fully experience the argumentation process of scientific inquiry like scientists,and help students understand the essence of science and develop scientific thinking.Argumentation-oriented teaching can not only make up for the problems existing in the traditional teaching of the history of science,but also give better play to the educational value of the history of biological science.In order to effectively combine the history of biological science with argumentation-oriented teaching and explore the feasibility and effectiveness of argumentation-oriented teaching in the teaching of the history of biological science,this paper studied the argumentation-oriented teaching based on the history of biological science.This paper mainly used the literature research method to consult and sort out a large number of relevant literature,combed and summarized the research status and related concepts of the history of biological science and argumentation-oriented teaching,which laid a theoretical foundation for the research of this paper.At the same time,through the questionnaire method,this paper used the teacher questionnaire to understand the current high school biology teachers' views and application of argumentation-oriented teaching based on the history of biological science,and explored the feasibility of this research in practical teaching,which provided support for the follow-up research.Based on the previous research,this paper constructed an argumentation-oriented teaching model suitable for the teaching of the history of biological science according to the Toulmin's argument pattern,and summarized the general instructional design steps of argumentation-oriented teaching based on the history of biological science.At the same time,taking Homeostasis and Regulation of Senior School Biology Selective Compulsory I Textbooks in PEP Version as an example,this paper designed two instructional design cases of "hormone discovery and research" and "plant auxin discovery" according to the constructed teaching mode and teaching design steps.Finally,this paper used the experimental research method to carry out the teaching practice of instructional design cases,combined with the questionnaire survey method and interview method,and used the interest questionnaire,argumentation ability questionnaire and after-school teaching effect feedback interview to explore the classroom teaching effect of argumentation-oriented teaching based on the history of biological science and its impact on students' biological learning achievement,learning interest and argumentation ability.Through practice,investigation and result analysis,this paper drew the following conclusions: Firstly,it was feasible to adopt the argumentation-oriented teaching strategy in the teaching of the history of biological science,and it had a good teaching effect on the class.Secondly,argumentation-oriented teaching based on the history of biological science could effectively improve students' interest in biological learning and scientific argumentation ability,and also promote the development of scientific thinking and scientific inquiry ability.In addition,this study found that there were still some problems and difficulties in the implementation of argumentation-oriented teaching based on the history of biological science in practical teaching: Firstly,although most teachers had a certain understanding of argumentation-oriented teaching,they lacked in-depth exploration and research.Secondly,teachers' teaching practice lacked relevant teaching materials,theoretical guidance and practical guidance for reference.Thirdly,some students could not participate in the argumentation activities well in the class;Fourthly,the argumentation activities of argumentation-oriented teaching took a long time in the class,and the class order was difficult to control,which could easily lead to the reduction of classroom teaching efficiency.