Empirical Research On Integration Of ADI Into Biology Classroom Teaching In Senior High School

Nowadays,facing the tendency of educational and cultural globalization in the new century,education departments of various countries are paying more attention to developing and improving the scientific accomplishment of their citizens.It is a proper way for students to master natural science by understanding scientific knowledge and methods as well as improving their scientific ability.Under such circumstance,we urgently need a way to promote students’scientific ability,one of the important connotations of scientific literacy.And ADI education is such a kind of reliable choice.ADI is the English abbreviation of the argument(argument-driven)and inquiry.The earliest American scientist,Newton Driver,and other people put forward that argument was a scientific language,and then Sampson and other scientists combined it with scientific inquiry,making it a new teaching model in secondary school.Then China introduced this model in 2009 which can enable students to experience the argument of scientific knowledge,to understand scientific concepts and scientific nature,and to cultivate students’ scientific interpretation ability of phenomena.Also,it helps students to evaluate and design scientific inquiry,interpret data and evidence scientifically,and promote the development of their thoughts.That is exactly called ADI education.The model aims to broaden the view of scientific education,expand the contents of scientific education,and advocate students to experience the arguments of similar scientists in order to make scientific education improve student’s scientific accomplishment effectively and comprehensively.As one of the effective ways to improve scientific ability,ADI teaching model has gained extensive attention of the education sectors of various countries.At present,ADI education has become the forefront of international science education.However,our country’s scholars pay little attention to it,so there is a lack of systematic research on the application in teaching.So far none has investigated the application of ADI educaation in high school teaching,and few people have studied how to promote students’ scientific ability through this teaching model.Therefore,this paper focuses on the problem of improving students’ scientific ability.This thesis mainly studies the following three contents.The first content is the theoretical basis for the study based on the researches at home and aborad by using literature research method.The second content is the teaching designs on the topics of "Plant cells’ water absorption and loss","Comparison of the decomposition of hydrogen peroxide in different conditions","The conditions affecting enzyme activity" and "The relationship between cell size and material transportation".The major teaching designs include collecting related experimental background and experimental materials,and excavating the connotation of scientific ability from scientific concept,argument,inquiry and teaching based on the perspective of ADI.The last content is the results of the experimental research by applying ADI to high school biology class,including students’ level of scientific ability and academic level.The experimental results showed that the experimental group got 64 points,the control group got 54 points,and the differences were very remarkable(p<0.001).By comparing the experimental group with the control group,there was a significant difference in explaining scientific phenomena(p<0.05).In the evaluation and design of scientific inquiry and scientific interpretation of data,the existence of evidence is significantly different,and p is less than 0.001.The chart of the analysis of scientific ability showed that students had an obvious increase in their abilities of inquiry,argument and evaluation,but there were no significant improvements in other factors.Therefore it is visible that ADI model can effectively improve students’ scientific ability in the teaching of high school biology class.In addition,ADI teaching has a positive effect on improving students’ performance,but the effect is not very remarkable.These results show that in the teaching of biological teaching,it can improve students’ scientific ability effectively,but the present situation is not optimistic.In view of this,the author puts forward four suggestions:to improve teachers’ scientific literacy;to promote teachers’ cognition of ADI education;to increase the contents of ADI in teaching materials and to improve the evaluation system of ADI model.