The Research On The Nature Of Science Teaching Of High School Based On The ADI Mode

With the development of international science education,people’s cognition of science is becoming more and more detailed.In the field of education,helping students to recognize science and improving the level of students’ the "Nature of Science(NOS)" through teaching has become one of the core goals of science education at home and abroad.The 2017 edition of the《High School Physics Curriculum Standards》mentioned that "students should achieve the goal of correctly understanding the nature of science".Therefore,finding effective teaching mode to cultivate and improve students’ NOS level is an important research topic in current science education.Argument-Driven Inquiry instructional model(ADI model)is a teaching mode that organically integrates scientific demonstration into scientific inquiry.Some studies have shown that the ADI model to embed NOS teaching into students ’argumentation and inquiry can promote high school students’ understanding of NOS.However,through literature search,it is found that there are very few practical studies on the combination of the Nature of science teaching and ADI in China.Therefore,it is necessary to carry out the application and expansion research of the Nature of science teaching for high school students based on ADI model.Based on the above reality,this study will embed the NOS teaching in the ADI mode teaching stage,theoretically analyzed the characteristics of the ADI mode and the NOS,and from the theoretical point of view to verify the NOS teaching embedded into the ADI mode.Finally,the influence of the teaching model on improving the concept of NOS of high school students is verified through teaching experiments.Based on this research idea,the structure arrangement of this thesis is as follows:Firstly,it briefly introduces the reasons for this study,systematically sorts out two types of literature of ADI mode and NOS,and analyzes the feasibility and necessity of embedding ADI mode into the nature of science teaching.Secondly,the teaching scheme of NOS teaching based on ADI mode is designed,and the teaching practice of the experimental class and the control class is conducted.Finally,by adapting the NOS questionnaire for data collection,combining the interview and questionnaire data to determine the teaching effect of this teaching model,we draw the following conclusions:First,the ADI mode can be fully combined with the nature of science teaching.This study analyzes the structure and characteristics of ADI mode,and the steps of using this mode for teaching.Each stage of ADI mode is open to the cultivation of all dimensions of NOS,so the ADI mode is perfectly fit with NOS teaching.The teaching requirements of the new curriculum standard make it necessary to find effective teaching mode to cultivate and improve students’ NOS level.Second,ADI model effectively improves students’ nature of science.In this study,pre-test and post-test of NOS level between the experimental class and the control class,pre-test data showed p=0.940> 0.05,which showed no difference in NOS level between the two classes;post-test data showed p=0.022 <0.05,which indicated that the NOS level of the experimental class was significantly better than that of the control class.Therefore,the essential teaching of high school science based on the ADI model is positive and effective.Third,ADI mode teaching can improve students’ academic level.In this study,the academic performance of the two classes was analyzed,and the analysis data showed that if the two classes had no significant difference in academic performance before the teaching intervention(P value was 0.973,which was greater than 0.05),the teaching intervention of the experimental class was significantly better than that of the control class(p value was 0.001,less than 0.05).Although this study has achieved some results,there are still some shortcomings.For example,the teaching experiment was only for two classes,and the number of interventions was small.Moreover,the time limitation of educational practice also made the intervention time in this study short.But these deficiencies will be the direction of future research.