Practical Research On Cultivating High School Students Based On PCRR Model

With the rapid development of the times,how to cultivate students’ scientific literacy has become a pressing issue in the international education community.In order to meet the basic characteristics of the teaching of high school chemistry curriculum under the socialist core values at this stage,the Ministry of Education of China promulgated the General High School Chemistry Curriculum Standards(2017 Edition),which clearly put forward the five core literacies of high school chemistry.As one of the key qualities,"evidence-based reasoning and model cognition" emphasizes the training of students’ awareness of evidence and their ability to establish logical relationships among arguments,evidence,and conclusions.The new curriculum standards also put forward corresponding requirements for the teaching of chemistry to adhere to scientific argumentation and help students form a correct view of science.Therefore,carrying out argumentative activities in the high school chemistry classroom based on the four stages of presentation→critique→reflection → refinement can effectively cultivate students’ scientific thinking and improve their core literacy.This paper is divided into four parts: literature review,questionnaire survey,case design,and practical research.First,the literature research method is used to sort out the current situation,deficiencies and theoretical basis of domestic and foreign research on argumentative teaching,followed by analyzing the PCRR model(Present,Critique,Reflect,Refine,or PCRR for short)from different perspectives,and finding that the model is composed of four parts: present,critique,reflect and refine,and is suitable for teaching conceptual principles It is an argumentative teaching model and an important way to develop students’ argumentative ability.Secondly,the author distributed questionnaires to 194 senior high school students in her internship school with the aim of investigating the current situation of senior high school students’ chemistry argumentative ability.Analysis of the collected data showed that senior high school students’ chemistry argumentative ability was generally weak,indicating the practical significance of this study;meanwhile,five high school chemistry teachers in the region were randomly selected to conduct semi-structured interviews to understand the front-line teachers’ The study also conducted semi-structured interviews with five randomly selected high school chemistry teachers to understand front-line teachers’ awareness and implementation of argumentative teaching.Again,the relevant contents of the Compulsory Book 1 and Compulsory Book 2 of high school chemistry were sorted out,and the chapters suitable for applying the model were selected and designed for teaching content.Finally,four classes with comparable grades,close in number and taught by the same chemistry teacher were selected from the first year of high school to set up an experimental class and a control class,and the PCRR teaching model was adopted in the experimental class and the regular teaching model in the control class.By practicing the PCRR teaching model in one year,the data collected were operated by independent sample t-test using SPSS 24.0 statistical analysis software to compare the students’ knowledge of chemistry and the development of argumentative ability in the experimental and control classes before and after the practice.The results showed that the mean score of students’ argumentative ability was 10.70 in the experimental class and 10.03 in the control class,and P > 0.05 for students making claims,P< 0.05 for presenting information,P < 0.05 for giving justification,P < 0.05 for questioning,and P < 0.05 for making rebuttals,indicating that the PCRR teaching mode facilitates the development of students’ chemical argumentative ability,but the sub-ability development was uneven.Since claims are essential elements in argumentation and individuals are subjective,it is difficult to improve their differentiation in teaching interventions,and different levels and gradients of argumentative topics are needed for training;after conducting tests related to students’ chemical knowledge,it was found that the mean score of students in the experimental class was 3.03 points higher than that of the control class,indicating that the PCRR teaching mode is conducive to students’ understanding and mastery of chemical knowledge,which in turn improves their chemistry scores.In conclusion,the PCRR model is in line with the new curriculum concept oriented to the core literacy of chemistry and can meet the needs of high school chemistry classroom teaching at this stage.As a new argumentative teaching model,it is hoped that the model can provide effective reference experiences for frontline chemistry teachers in teaching exploration and practice.