Practical Research On The Use Of PCRR Model To Cultivate Students’ Scientific Argumentation Ability In The Teaching Of Physics Concepts In High School

At present,scientific demonstration has been highly concerned by international science education.The revised physics curriculum standards in 2020 require the comprehensive development of students’ core literacy.As a measure of scientific thinking ability,scientific argumentation ability plays an important role in the development of students’ core literacy in physics.Argumentative teaching can effectively cultivate students’ scientific argumentation ability,but there are few researches on this aspect in China.Physics as a leading subject of natural science,many contents can be presented in class through demonstration,which is the advantage of bringing demonstration into physics class.Therefore,this research will be PCRR(that is,the Present Critique Reflect and refine,PCRR)model into the physics teaching,the argument type teaching in the physics classroom teaching becomes research significance and value.On the basis of literature retrieval,this study summarized and sorted out the connotation of PCRR model and scientific argumentation ability,sorted out the characteristics,values and structural elements of relevant theories such as PCRR model and scientific argumentation ability,determined the relationship between them,and made a rational analysis for the practical research of cultivating students’ scientific argumentation ability based on PCRR model.It lays the theoretical foundation of this study.Then,the teaching strategy of teaching mode based on PCRR model is constructed from the four elements of proposition,factual basis,logical reasoning and refutation: 1.Scenario-driven problem,enriching argumentation content;2.Construct the bridge skillfully and demonstrate the argumentation process;3.Pay attention to written representation and complete refining and summary;4.Carry out group competition to enhance classroom vitality;5.Pay attention to teaching evaluation and encourage students to evaluate each other.On this basis,the teaching design is applied to a high school in Yining City to carry out practical research.After four months of practical research,by comparing and detecting the difference between students’ scientific argumentation ability and academic performance,the analysis shows that the teaching model based on PCRR model proposed in this study has a significant promoting effect on students’ scientific argumentation ability(Sig=0.042<0.05).Through the analysis of four elements of scientific argumentation ability,it is found that There is a significant improvement in claims,factual basis and logical reasoning,and there is an improvement in refutation but the improvement is not obvious.There is a significant difference between the experimental class and the control class,which indicates that the use of this model can also promote the mastery of concepts.The experiment proves that the teaching mode based on PCRR model can not only help students grasp the concept,but also effectively improve students’ scientific argumentative ability.Finally,based on the teaching practice,this study puts forward four suggestions for the teaching strategies in this paper:(1)proceed from the reality and cannot blindly choose the teaching content;(2)create an environment suitable for demonstration and encourage students to express;(3)pay attention to the class refining and construct the knowledge framework;(4)strengthen the teaching evaluation.