Practice Research Of Argumentative Teaching In High School Biology Teaching

The 21 st century is an information age.Everyone needs to acquire,identify and analyze information all the time in their life.In the context of the information age,the ability of students to collect information and obtain evidence to draw scientific conclusions,that is,the ability of scientific argumentation,becomes very important.As scientists say,demonstration is the language of science and the essence of scientific inquiry.Therefore,it is of great educational value to introduce argumentative teaching model into high school biology teaching.It is pointed out in the Biology Curriculum Standards for High School(2017 Edition,2020 revision)(hereinafter referred to as the "new curriculum standards")that the core of biology curriculum design for high school is the educational concept of core literacy.With the promulgation of the new curriculum standards and the reform of the new college entrance examination,how to effectively cultivate students’ core literacy of the subject has become one of the hot spots in the current education research,but most of the current research is still in the theoretical stage,and there are very few specialized researches on cultivating students’ core literacy of biology based on the argumentative teaching model.The characteristics of argumentative teaching show the high consistency with the direction of teaching reform.Therefore,this study applies the demonstrative teaching model to the daily teaching of high school biology in order to cultivate students’ core quality of biology,which has theoretical value and practical significance.This study takes teachers and students of Qingdao No.16 Middle School in Shandong Province as the research object.Through the literature research method,this paper summarizes the research overview of argumentative teaching and core literacy at home and abroad,and defines the concepts of argumentation,argumentative teaching,and subject core literacy.Through the method of questionnaire survey and interview,the application of demonstration teaching of biology teachers in Qingdao No.16 Middle School,the current situation of students’ core literacy training and the level of high school students’ core literacy were investigated.The survey results show that students attach importance to and possess certain biological core literacy,but there is still room for improvement in the application and practice of core literacy.Although teachers understand the importance of core literacy,they lack specific teaching strategies to cultivate students’ core literacy,so they cannot effectively promote the improvement of students’ core literacy.Based on the demonstration teaching model,this research screened and sorted out the content of the textbooks,and designed the demonstration teaching model based on the biology classroom of Qingdao No.16 Middle School.Through the control experiment method,the experimental class and the control class are set up in the practice stage,and demonstration teaching and traditional teaching are implemented in the two groups of classes respectively.Statistical analysis is used to test changes in students’ academic performance and core biological literacy,and scientifically evaluate the argumentative teaching.The research results of this paper are as follows: the pretest of academic performance of the experimental class and the control class P=0.976>0.05,and the pretest of core literacy P=0.881>0.05,indicating that there is no significant difference between the pretest results of the two classes.The average post test scores of the experimental class and the control class were 39.37 and 35.97,respectively,P=0.209>0.05,indicating that there was no significant difference between the two classes in the post test scores of biology.However,the post test of the academic performance of the experimental class is more advantageous in the average score level.The post test of core literacy in the experimental class and the control class P=0.003<0.05,indicating that there is a significant difference between the two classes in the post test of biological core literacy.The results show that the academic performance of the students in the experimental group and the core quality of biology have been improved,which verifies the effectiveness of applying argumentative teaching to cultivate the core quality of biology in senior high school.In summary,this study combines teaching investigation and teaching practice to establish a teaching model and case data based on the demonstration teaching of Qingdao No.16 School,which provides an important reference for front-line teachers to find effective teaching strategies for cultivating students’ biological core literacy.