Practice Research On Promoting Scientific Demonstration Ability Of Senior High School Students Based On PCRR Model

With the development of international science education,the importance of scientific argumentation in the core literacy of citizens is becoming more and more obvious,and our country takes scientific argumentation as an important part of the core literacy of physics.Cultivating students’ ability of scientific demonstration is an important goal of physics teaching in middle school.It is important to use argumentative teaching model to explore and improve high school students’ ability of scientific demonstration.This study uses literature research,classroom observation,interview and educational experiment.Firstly,the PCRR model is extensively searched and sorted out.This paper studies the application of this model in physics argumentation teaching,analyzes the advantages of this model and explores teaching strategies in order to promote the cultivation of high school students’ argumentation ability in physics science.Secondly,the physical science demonstration ability of a high school freshman in Baiyun district of Guangzhou is investigated.Through the questionnaire survey,it is found that the basic knowledge of physics is not solid,the elements and methods of scientific demonstration are not clear,and students are afraid to express and rebut.Through teacher interviews and classroom observation,it is found that high school students’ scientific argumentation ability is mostly at a low level,high school junior is more suitable for developing scientific argumentation ability,new teaching is more suitable for argumentation teaching and peer assistance is helpful for argumentation teaching.Furthermore,a control group is set up for educational experiments.According to the investigation results of scientific argumentation ability,the object of teaching intervention is determined.According to the characteristics of the PCRR model,six conceptual and regular courses of physics compulsory in high school are selected for teaching intervention.Finally,a conclusion.It is found that PCRR model can promote the physical science demonstration ability of high school students,but the development of each element is uneven,and there are significant differences in assertion,reasoning and refutation.By analyzing the final grades of physics,it is found that the model has little influence on the grades.It is found in teacher interviews and student interviews that the model can not only promote the development of students’ scientific argumentation ability but also their understanding of physics concepts.