Investigation And Research On The Ability Of The Second Year Of High School Students

Under the current educational background,students’ scientific argumentation ability has gradually attracted attention.Our research on scientific demonstration started late,among which the research on scientific demonstration against the background of physics mainly includes: assessment of scientific demonstration ability,research on the model of scientific demonstration,and research on the development of scientific demonstration ability.However,these researches do not discuss the characteristics of high school physical science demonstration from a deeper level and neglect to study the factors that affect students’ scientific demonstration ability.Therefore,based on previous researches on scientific argumentation,this study adopts investigation and research method to further study the influencing factors of argumentation ability in physical science.Therefore,focusing on the factors related to the knowledge of physics,this paper conducts a test and investigation on the status quo of the ability level of physical science argumentation,and then analyzes and studies the influencing factors of this ability level,which can be divided into the following three parts.(1)Determine the purpose,significance and ideas of this research by studying and summarizing various literatures.And the concept of this research and the theoretical basis of the elaboration.Firstly,the intellectual factors and non-intellectual factors affecting students’ scientific argumentation ability are determined through literature research.Then,this paper analyzes the questions related to argumentative ability of physical science in the 2019-2021 senior high school physics examination papers,calculates the fact that wrong choices are related to physics subject knowledge,and determines the main intelligence influencing factors that are most related.Based on literature research,the intellectual factors of scientific argumentation ability are determined as follows: the understanding of scientific argumentation,the ability to organize scientific language,the level of physical knowledge,the deviation of establishing logical connection between viewpoints and evidence,and the ability to solve physical problems with multiple evidences.(2)Based on the determined influencing factors and combined with the knowledge covered by Compulsory Courses I,II and III of physics textbooks,the framework of questionnaire compilation is designed,which is taken as the benchmark for the design of test papers,and the test papers of factors affecting the physical science argumentation ability of sophomore students are designed.Six graduate students and college students were asked to conduct a pre-test,and 105 sophomore students in a demonstration high school in Nanning were tested after the test paper was modified.At the same time,the respondents in the pre-test and the test were asked to write down the reasoning process to get the question choices,and analyze the data.The test papers with good reliability and validity,satisfying the quality index of test papers,correct answers reflecting that students are not affected by this factor,and wrong answers combined with the process of problem solving reflecting the factors affecting students’ intelligence are obtained.(3)Through the investigation method,A total of 442 students from an ordinary high school A in Qinzhou City,Guangxi Province,a demonstrative high school B in Bobai County Yulin City,a township high school C in Yulin City were taken as formal measurement objects,and the factors affecting the students’ physical science argumentation ability were investigated.The main conclusions of this study are as follows:(1)A test volume of factors affecting physical science argumentation ability with good quality was preparedAfter a small range of trial test and a large range of positive test,the test paper is constantly revised and improved,and the test paper with good reliability and validity of the factors affecting the scientific argumentation ability of senior two students is obtained.(2)The factors influencing the physical science argumentation ability of sophomore students are analyzedThe factors that affect students’ physical science argumentation ability mainly include intellectual factors,non-intellectual factors and other factors.The factors of intelligence include: the ability to organize scientific language,the level of physical knowledge,the deviation of establishing logical connection between viewpoints and evidence,the ability to solve physical problems with multiple evidences,and the understanding degree of students to scientific demonstration.The non-intellectual factors are: scientific attitude and tendency.Other factors are the differences between urban and rural areas.Among the intellectual factors,the ability to organize scientific language has the greatest influence on the ability of scientific argumentation.The second factor is the level of students’ physical knowledge.The third factor is the deviation of establishing logical connection between ideas and evidence.Further analysis of the data shows that the second and fifth questions are greatly influenced by the ability to organize scientific language.The third question is greatly influenced by the ability of organizing science language and the level of physical knowledge,and the influence degree of these two factors is equal.The fourth question is greatly influenced by the deviation of establishing logical connection between opinion and evidence.Through the analysis of the obtained data,it is found that the scientific argumentation ability of urban high school students is higher than that of township high school students.For schools of different levels,even the county high schools,because they are demonstration high schools,the students’ scientific argumentation ability is higher than that of ordinary high schools in urban areas.In addition,the more positive the students’ attitude towards scientific argumentation,the stronger the tendency of scientific argumentation,and the higher the students’ scientific argumentation ability.The test volume of influencing factors of physical science argumentation ability compiled in this study has good reliability and validity through repeated modification and improvement.The content of the test paper highlights scientific demonstration,and the form is objective.The survey results provide reference value for teachers to train students’ demonstration ability of physical science to a certain extent.