Practical Research On Using Argumentative Teaching To Improve Students’ Scientific Thinking

With the social development and scientific and technological progress,education has also been undergoing reform in recent years.In China’s educational reform,it is proposed that students should have the ability of scientific thinking for biology.It means that students need to have the ability to use scientific and rational thinking mode to understand things,master methods and be able to solve practical problems in life.In order to improve students’ scientific thinking,the traditional classroom model also needs to be reformed.Argumentative teaching is a good classroom model to cultivate students’ scientific thinking.The classroom based on argumentative teaching mode can enable students to learn the ability to analyze,think,question,evaluate and revise ideas,so it can improve students’ scientific thinking.The purpose of this research is to improve students’ scientific thinking by using argumentative teaching,and the corresponding theoretical and practical research has been carried out in a school in Hohhot.This research will first sort out and summarize the argumentation,argumentative teaching,scientific thinking and other contents through the literature method,and sort out the development history,application status and various modes of argumentative teaching.Then,the author interprets the previous theoretical basis,biological textbooks and curriculum standards,finds out the lesson examples suitable for demonstration teaching and writes out the teaching design.At the same time,the author conducted a practical study on the demonstration teaching design,and selected two classes of senior one in a school in Hohhot as the practice objects.Among them,378 classes are taught by demonstration teaching,and 380 classes are taught by traditional teaching methods.Before the implementation of argumentative teaching,the corresponding test questions(pre-test papers)are compiled to understand and analyze the students’ scientific thinking ability;After completing the implementation of this stage of teaching,the corresponding test questions(post test papers)were prepared to test the two classes again to understand and analyze the students’ scientific thinking ability.Through the analysis of Excel and IBM SPSS Statistics 27 software,the differences between pre and post tests of students were compared to test the effectiveness of demonstration teaching practice.The research results show that demonstration teaching is needed in high school biology classroom,and front-line teachers need to apply demonstration teaching mode in the actual classroom teaching process.The demonstration teaching mode can enable students to participate in the classroom more actively,change their learning state,promote students to use what they have learned,and improve their academic achievements.After comparing and analyzing the relevant data,it is concluded that the students’ scientific thinking ability has been significantly improved after the demonstration teaching.