Research Of Teaching Argumentation Practice In Junior High School Biology Classroom Based On Flipped Class Mode

Argumentation plays an important role in scientific learning.It helps to cultivate students' critical ability,improve the level of cognition,and help change the concept.This study was designed to investigate the difference in argumentation skills and the structure of argumentation after argumentation activities in junior high school biology.The research object are the eighth grade students.The experimental group conducts the teaching of argumentation based on flipped class mode.Students watch the video and complete the task of pre-class study orders before class;Teachers guide students to internalize their knowledge,fill out the argumentation study list in the class.while the control group conducts traditional teaching methods.The analysis of students'argumentation skills through argumentation test.According to the study,we may conclude that:(1)Compared with the control group,the capacities of argumentation in the experimental group were obviously higher.There were significant progress in claim,evidence and query.(2)The structure of the argument in the experimental group was obviously improved.Especially on the view,reasonand refutation they have made significant progress after teaching argumentation based on the flipped classroom mode.Based on the study results,The flipped classroom in argumentation is feasible.students can accept this pattern,but some students think it is difficult to query and refutation.suggest that teachers can chooses the suitable topic to carry out the flipped classroom in argumentation in the class.And we expect that further studies can further improve this model and can provide more advice for "reason"and "rebuttal".