Practice Research On The Cultivation Of Pre-service Chemistry Teachers’ Ability Of Argument-oriented Instruction

With the publication of "the core literacy of Chinese students’ development",the core literacy(draft)of various subjects in high school(draft)has been paid attention by the majority of educators.The core literacies of mathematics,physics,chemistry,biology and other science courses are mentioned the need to improve the students’ reasoning ability.In particular,the core literacy of chemistry clearly puts forward the "argument reasoning and model cognition" dimension aiming to train students’ ability of reasoning and the ability to collect evidence to analyze evidence.The newly published "standards of general high school chemical curriculum"(draft)clearly state that students are required to develop the necessary qualities and key competencies basing on core literacy teaching.It can be seen that the ability of scientific argument has been regarded as one of the essential qualities and key competencies of students.The paper aims to cultivate the pre-service chemistry teachers’ argument ability to improve their ability of argument,to cultivate their awareness of argument oriented instruction,in order to be benefit to introduce scientific argument into classroom teaching and cultivate students’ argument ability.In the context of the above research,the paper summarizes the literatures of domestic and foreign research on argument oriented instruction and the training of pre-service teachers’ ability of argument oriented instruction,in order to understand the training situation of pre-service teachers’ argument oriented instruction ability.And then,junior chemistry students was chosen to participate in a questionnaire to survey the pre-service teachers’ argumentation level.It found that normal students’ current argument level was low.In order to improve the present situation,the paper creates a "small class for training pre-service chemistry teachers’ argument ability".In order to relieve the pressure of pre-service teachers to study scientific argument for the first time,the "argument small classroom" choose Argument-Driven Inquiry model as the basic model which only includes three elements: claim,evidence and reasoning.The "argument small classroom" uses the teaching method of flipped classroom with the help of WeChat group.Each knowledge point is learned by internal data release,WeChat group discussion and classroom discussion.After five weeks’ study,the "argument small classroom" introduces the great importance of scientific argument and argument oriented instruction,require students to know the basic knowledge of theToulmin’s Argument Pattern,comprehend Argument-Driven Inquiry model,master and apply the strategy of scientific argument,and learn to use the theoretical knowledge to conduct instructional design based on argument oriented instruction.Then it conduct a questionnaire for the participants to survey the small class’ s implementation effect.It turns out that after the training the participants’ levels of argument and argument oriented instruction have improved.At last,it conducts a follow-up survey for the participants to test its implementation of argumentation oriented instruction in the Microteaching class,and then gives them feedback and guidance of their teaching process.This study has the following conclusions:(1)normal students’ current argumentation level is low.(2)The students who participated the "small class for training pre-service chemistry teachers’ argumentation ability" have significant improvement in their argumentation ability.And they can introduce scientific argumentation into lectures and instructional designs.(3)The five methods of promoting the scientific argumentation activities introduced to the students in the small class are very effective,and the students use the method of designing argumentative context and "role-play" most.