Research On The Application Of Argumentation-oriented Teaching In Chemistry Teaching In Senior Middle School

Argumentation-oriented teaching is a new vision for the development of inquiry teaching.The implementation of argumentation-oriented teaching in the classroom is conducive to improving the "formalization" of inquiry teaching.By introducing the argumentation activities into the classroom,students can experience the similar process of scientific inquiry by scientists,such as evaluating data,making claims,arguing for claims,etc.In this way,students’ scientific thinking methods can be cultivated,students’ evidence awareness and critical spirit can be exercised,and students’ understanding of the scientific concept and the nature of science can be cultivated,then the deeper levels of judgment and decision-making in problem solving can be promoted.Based on the analysis of the literature,this paper put forward the hypothesis that argumentation-oriented teaching into chemistry classroom in senior middle school can improve students’ learning achievement and argumentation ability.In this study,two classes in grade one of high school in Nanchuan Middle School in Chongqing were taken as the research objects,one as the experimental class and the other as the control class.The experimental class adopted argumentation-oriented teaching,And The control class was taught with traditional teaching method.After a month of empirical research,the empirical results were tested with a self-designed "Argumentation Ability Test Questionnaire".Finally,the test results were analyzed with Excel and SPASS software.From the overall analysis of the two classes of argumentation ability test questionnaire,the overall level of middle school students’ argumentation ability was low;their awareness of evidence was weak;they did not envision their own rebuttal,and they couldn’t offer new reasons to argue with others.After empirical research,by comparing the chemical scores of the experimental class and the control class,we found that: argumentation-oriented teaching can improve the students’ grades in chemistry.By comparing questionnaire between the experimental class and the control class,we found: argumentation-oriented teaching was helpful to improve students’ argumentation ability.It was the most significant in terms of evidence awareness.Combined with the empirical research process and conclusions,the author puts forward some suggestions for demonstration teaching.Teachers can use a variety of strategies to organize argumentation-oriented teaching in the classroom,such as setting situation,debating,role playing,support guiding,using learning form,etc.If the teaching content involves experiments,teachers can use the experimental program competition strategy.Finally,a good atmosphere of argument must be created in class to encourage students to speak boldly.