A Practical Study On The Use Of Argumentative Teaching Strategies To Cultivate Critical Thinking In High School Biology

With the development of The Times and the deepening of educational reform,critical thinking has gradually become an essential quality of thinking.Biology Curriculum Standards for Senior High Schools(2017 Edition,2020 revision)clearly put forward the purpose of cultivating students’ core literacy in biology,and critical thinking is an important component of the core literacy in biology.By reviewing and combing related literature of "argumentative teaching strategy" and "critical thinking",it is found that argumentative teaching strategy focuses on argumentative activities with students as the main body,which is inevitably related to the cultivation of critical thinking.At present,the research on the combination of teaching methods and critical thinking training is not comprehensive and indepth,the application of argumentative teaching strategies in high school biology teaching is not widespread enough.Therefore,this study takes the cultivation of critical thinking as the starting point to explore the effectiveness of using argumentative teaching strategies to carry out teaching practice in high school biology teaching to cultivate students’ critical thinking and evaluates the application effect.On the basis of combing relevant researches at home and abroad,this study took 98 students in Grade one of X Middle School in Zhuoni County,Gannan Tibetan Autonomous Prefecture,and 5 first-line biology teachers as subjects,By means of questionnaire survey and interview,it understood the critical thinking ability of high school students and the application status of argumental teaching strategies in high school biology.Based on the current situation and the characteristics of argumentative teaching strategy,the teaching process is constructed with the cultivation of critical thinking as the starting point,and teaching activities are designed and teaching practices are carried out with different class types as examples.A class that receives the above status survey is selected as the experimental class to carry out the teaching practice.To evaluate the effect of teaching practice,students’ classroom behavior is observed in the process of practice,and after practice,critical thinking tendency questionnaire is used to measure students’ critical thinking in the later stage,students are interviewed and test scores are used as auxiliary means.The results show that the use of argumentative teaching strategy in high school biology teaching can improve students’ critical thinking.Among them,the three dimensions of open mind,analytical ability and self-confidence have the most obvious improvement and the greatest degree of improvement.At the same time,the application of argumentative teaching strategy in teaching practice can improve students’ classroom participation and classroom enthusiasm,which conforms to the requirement of the curriculum reform with students as the main body.And it is found that argumentative teaching strategy can deepen students’ understanding of concepts,and the application effect is good.In order to provide better service for the subsequent education and teaching and achieve the teaching purpose of cultivating students’ critical thinking,this study puts forward the following teaching suggestions: first,choose the appropriate teaching content;Second,continuously strengthen skills training;Third,integrate various resources through multiple channels;Fourth,establish a diversified evaluation system.It is hoped that this study can provide some references for subsequent researchers and front-line biology teachers.