| Argumentation teaching can improve students’ scientific literacy,which has been unanimously recognized by educational researchers.In September 2016,in Beijing Normal University,the students’ core literacy was published in the Beijing Normal University,and it was clearly required to improve the students’ reasoning ability.Especially for the chemistry teaching,we should focus on the students’ "reasoning and model cognition".So more and more researchers have introduced the argument teaching into the classroom teaching,but most of the researchers are mechanically introducing the argumentation model to the specific subject and studying the teaching effect in this subject through teaching practice.Based on the above facts,the purpose of this study is to try to construct a argumentation teaching model suitable for junior high school chemistry teaching,to compile a measuring tool suitable for evaluating the ability of chemical argumentation of middle school students,and to introduce the teaching effect of argumentation teaching in junior middle school chemistry teaching in practice.It is a reference for scholars in the future to do more in-depth research.This study,based on the argumentation of teaching theory and the practical research on argumentation teaching by the former researchers,combined with the characteristics of junior high school chemistry textbooks and the characteristics of junior high school students’physiological development,constructed an argument model based on three elements:advocacy,support and refutation,and the argumentation,support and refutation of this study respectively.The ability scale is used to evaluate students’ reasoning ability.The study selected two classes in the first three classes as the practical object,and randomly arranged one class as the experimental class and the other one as the control class.The experimental class was taught by the argumentation model constructed by this study,and the traditional teaching was adopted for the control class.The teaching content was the same as the teaching edition(2012)of the junior school,and the teaching time was long.It’s all a year.The "Taboratory preparation of oxygen" in the teaching material was selected as the pretest research material,and the "Temoval of insoluble impurities in coarse salt"was selected as the post test research material.The method of the study is:using the scale of argumentation ability of this study to test the students in the experimental class and the control class,and the students in different levels of the experimental class.SPSS software analysis shows that after the implementation of the argumentation teaching,the argumentation ability of the students in the experimental class is obviously higher than that of the control class,and the differences of the argumentation ability of the students at different levels in the experimental class are not significant.The results of the study show that:1.The implementation of argumentation teaching in chemistry teaching can effectively improve the students’ argumentation ability,scientific concept,critical spirit,rational thinking and reasoning ability,thus effectively fostering the students’ scientific literacy.2.The implementation of argumentation teaching in chemistry teaching has improved students’ interest in class participation and learning activities,promoted the ability of students’ hands-on ability and problem solving,the ability of language expression,increased cooperation and communication between the groups,and effectively cultivated the students’ learning state of "dare to think","dare to ask" and"dare to practice"learning attitude. |
