Research On The Application Of Argumentative Teaching In High School Biology

China’s Ministry of Education issued the "General High School Biology Curriculum Standards(2017 Edition and 2020 Revision)",which proposed that the high school biology curriculum should aim at improving students’ core biological literacy,and scientific thinking and scientific inquiry,as an important part of the core biological literacy,must be implemented in specific biological teaching.Demonstration teaching is the introduction of demonstration activities in the scientific field into the classroom,which helps to promote the development of students’ scientific thinking and scientific inquiry ability,and is consistent with the current direction of biological teaching reform.At present,most of the practical research on argumentative teaching in China is aimed at a certain type of knowledge,but very few combine argumentative teaching with different types of biological knowledge for practical research.The results often have certain limitations,which limits the further development of argumentative teaching in biology teaching in middle schools.This study attempts to apply different argumentative teaching models to different types of biological knowledge,compile argumentative teaching design and apply it to teaching practice,and explore the effectiveness and feasibility of argumentative teaching model in senior high school biological routine teaching.This study,by combing and analyzing the relevant literature of argumentative teaching at home and abroad,adopts the methods of literature research,questionnaire survey,educational experiment and interview to carry out theoretical and practical research.In terms of theoretical research,first of all,it combs the relevant research on argumentation and argumentative teaching at home and abroad,defines the concepts of argumentation,argumentative teaching,argumentative teaching and inquiry teaching,and explains the theoretical basis of argumentative teaching;Secondly,it analyzes the connotation,advantages and disadvantages of Toulmin model,ADI model,PCRR model and CER model,summarizes the content standards suitable for argumentative teaching,and comprehensively combs the compulsory content of high school biology in the People’s Education Edition to screen the appropriate teaching content;Finally,referring to the existing demonstrative teaching practice cases,select appropriate demonstration models according to different types of content to compile demonstrative teaching design,communicate with front-line teachers,and modify and improve the teaching design.In terms of practical research,two parallel classes with similar situation were selected in the first grade of a senior high school in Xinjiang through the pretest test,which were respectively set as the control class and the experimental class.During the teaching practice,the experimental class carried out argumentative teaching in the selected biological concept class,exploratory experiment class and biological science history class,while the control class carried out the traditional teaching mode,and tried to ensure that the two classes were consistent in teaching duration,homework assignment,after-school counseling and other irrelevant variables.After the teaching practice,compare the changes of the students in the experimental class and the control class in scientific demonstration ability,biology learning interest,and learning achievement,and analyze the effectiveness and feasibility of demonstration teaching in senior high school biology class through statistical data and interview results.The research conclusions of this paper are as follows:(ⅰ)Some students have a low level of scientific argumentation ability,and students can only put forward extremely weak arguments and weak arguments.(ⅱ)In a short period of time,argumentative teaching has no significant effect on students’ final score,but argumentative teaching can effectively improve students’ scores on argumentation-related questions.(ⅲ)Demonstrative teaching helps to reflect students’ subjectivity and improve students’ interest in biological learning.(ⅳ)Demonstrative teaching can significantly improve students’ scientific argumentation ability.(ⅴ)Short-term argumentative teaching practice is not obvious for cultivating students’ ability to put forward counter-arguments and refute counter-arguments.Based on the above research,the following suggestions are put forward for teachers to implement argumentative teaching:(ⅰ)Flexible selection and use of argumentative models.(ⅱ)Strengthen the pertinence and guidance of the problem.(ⅲ)In biology teaching,students’ argumentation ability should be improved by interspersed argumentation activities.(ⅳ)Pay attention to the presentation and order of relevant data.