Research On Argumentative Teaching Of High School Biology Aimed At Cultivating Scientific Thinking

The "General High School Biology Curriculum Standards(2017 edition)" issued by the Ministry of Education emphasizes the need to further enhance students’ comprehensive qualities and focus on developing core literacy.Scientific thinking is an important component of the core literacy of biology,which refers to the habit and ability of using scientific thinking methods to understand the world and solve practical problems.Argumentative teaching is a teaching model that introduces argumentation into the classroom.The teacher guides students to make their own claims based on facts,enumerate evidence and explain the reasons for the claim.Students refute the other party’s views during communication and discussion,and constantly revise and improve the claim with the help of new evidence,thereby obtaining scientific concepts and principles,understanding the nature of science,and developing thinking skills.Firstly,In this thesis,literature research method was adopted to analyze the current research status of argumentative teaching and scientific thinking,clarifying the research purpose and significance.Secondly,the questionnaire survey method was adopted to understand the the development level of students’ scientific thinking,the current situation of teachers implementing argumentative teaching and cultivating students’ scientific thinking.The results of the teacher survey questionnaire show that teachers generally understand the connotation of scientific thinking,recognize the importance of scientific thinking for students’ comprehensive quality,and consciously integrate the cultivation of scientific thinking into classroom teaching.Teachers are not familiar with the argumentative teaching model,and the application rate of argumentative teaching in high school biology classrooms is relatively low.However,teachers have the potential to carry out argumentative teaching and they generally believe that argumentative teaching is helpful to improve students’ scientific thinking.The results of student questionnaire show that students tend to use the thinking method of induction and generalization in learning.Overall,students demonstrate above-average levels of induction and generalization,deduction and reasoning,model and modeling,and critical thinking,with a moderate level of creative thinking.On this basis,the author constructs the evaluation system of biological scientific thinking,designs four argumentative teaching cases related to the history of biological science.Finally,the experimental research method was adopted in this study.The author assisted teaching with model teaching aids,scientific history argumentative materials and argumentation tables,and promoted the progress of argumentation through group cooperation,classroom presentation and other activities.After multiple teaching practices,the argumentative ability of the experimental class students has greatly improved.Considering the increasing emphasis on assessing students’ scientific thinking in college entrance examinations,this study conducts qualitative and quantitative analyses of post-test papers to evaluate students’ scientific thinking levels.The experimental results indicate that students primarily make three types of errors when answering argumentative questions: the absence of causal relationships between reasons and claims,incorrect reasoning,and reasons lacking specificity or directness.The experimental class achieved higher levels of scientific thinking in both the four levels and the overall level than the control class.Among them,there is no significant difference in scientific thinking level I,II and IV,while there is significant difference in scientific thinking level III and overall level.It can be seen that the argumentative teaching mode plays a certain promoting role in cultivating students’ scientific thinking.