Research On Classroom Dialogue Argumentation Teaching In Socio-scientific Issues

In today’s high-speed dissemination of information,how to accurately identify real information and rumors,and how to make scientific decisions in the flood of information,all these require the masses to have scientific literacy.Socio-scientific issues refer to a series of social issues that are closely related to human social ethics and economic development during the development of contemporary science and technology.Studies have shown that scientific demonstration in this context is beneficial to improving citizens’ scientific literacy.A large number of foreign studies have been carried out in this field,and relevant theoretical systems have been constructed.However,there are few empirical studies in China,and there is still a lack of localized,operable and targeted teaching implementation cases and suggestions.Therefore,this study aims to explore the classroom dialogue argumentative teaching in the context of local socio-scientific issues,and explore its characteristics,influencing factors and improvement strategies.To solve the above problems,according to the related research results of scientific argumentation and socio-scientific argumentation teaching,this study combed the existing analytical frameworks of scientific argumentation and socio-scientific argumentation,and on this basis,combined with the generalized argumentation theory and the "new rhetoric" theory in contemporary argumentation theory,designed an integrated analytical framework that took into account the structure,content,discourse function and overall argumentation function of a single turn,and conducted a classroom dialogue on social scientific issues with 32 students in grade five of a primary school in F city as the teaching object.Through the research,it is found that the teaching of dialogue argumentation in the context of socio-scientific issues has the following characteristics:First of all,when students are faced with scientifically oriented argumentation,the integrity and complexity of argumentation structure elements are not ideal,but can be improved by teachers’ guidance or using specific teaching methods.The level of argumentation content increases with the deepening of teaching.The function of single discourse round is mainly expounded,and the function of overall argumentation is mainly expounded.When students are faced with the argumentation aimed at decision orientation,the argumentation structure is relatively complete and the argumentation content level is relatively high.Students can invoke knowledge-based and value-based supporting reasons in the argumentation process.Each type of discourse function of a single discourse cycle is distributed,and the overall argumentation function varies greatly among different topics.The above results show that,in the process of argumentation teaching,teachers mainly build scaffolding for students to construct arguments,and assume the role of guides.It can be found that teachers guide students’ argumentation structure more adequately,and timely conduct discourse functions in students’ argumentation turns.Finally,on the basis of the above research,this study explores the situation of students’ argumentation discourse in the context of socio-scientific issues.Whether the argumentation topic is interesting,substituting,and students’ understanding of the topic-related knowledge may affect the effect of argumentation teaching;in the teaching process,novel and interesting hot seat strategies and role-playing are more effective than traditional teacher-and-student answering.It can promote students’ attention to other people’s viewpoints and solve problems from multiple perspectives;in addition,teachers’ inductive discourses also have an impact on the integrity of structural elements,content relevance and discourse function complexity of students’ argumentative discourse in the process of argumentation,and also have an impact on the complexity of discourse functions.It further affects the achievement of the overall argumentation function.Therefore,this study thinks that the teaching quality of dialogic argumentation in socio-scientific issues can be improved by adjusting the teaching resources development,the selection of teaching methods and the use of teachers’ discourse.When developing teaching resources,we can choose social problems that are both life-oriented,intellectual,social,controversial,ethical and familiar to students as demonstration themes;When choosing teaching methods,we can set up dilemma situations,carry out role-playing and use hot-seat strategies in classroom teaching to enhance the interest of demonstration teaching and stimulate students’ autonomy.In addition,teachers can pay more attention to the completeness and complexity of the structural elements of argumentation in the teaching process,and consider intervening in the accuracy and universality of the content in the course of students’ argumentation.When conducting decision-oriented argumentation,they can regulate the types of argumentation supporting reasons and specific discourse functions.