The Application Of Toulmin's Model Of Argument To High School Chemistry Teaching

After the reform of the new curriculum,it is important to emphasize the cultivation of students' scientific literacy in the teaching process.One of the important contents of scientific literacy is the ability to use existing data as arguments to formulate ones own opinions and the ability to communicate and interpret with others,and the ability to evaluate and judge the reliability of others opinions.It is of great significance to pay attention to the practice of Scientific argumentation and construct the demonstration teaching model.Demonstration teaching is an inevitable trend in the development of teaching.It is an inevitable requirement for improving students' scientific literacy and cultivating all-round development talents adapted to modern society and future needs.At present,in the field of foreign science education research,the research on argumentation teaching has attracted more and more attention.Toulmin's model of argument is an argumentation model.Toulmin proposed a procedural model consisting of six functional elements:claim,data,warrant,backing,qualifier,and rebuttal.The study is divided into two parts.Study One:Design a series of teaching design based on Toulmin's model of argument.The teaching designed is for high school students in second grade.The textbook is Elective four published by PEP.A total of 33 teaching design for four units were designed based on Toulmin's model of argument,and after the discussion and confirmation by relevant experts,providing materials for follow-up teaching practice.Study two:The experimental study of applying Toulmin's model of argument to the high school chemistry teaching practice.The aim of this study is exploring the effectiveness of teaching practice.The experimental subjects are 124 students from two parallel classes in second grade of Qiyang fourth middle school in Hunan Province.The experimental material is a series of teaching designs about Chapter 3"Ionic Balance in Aqueous Solutions" based on Toulmin's model of argument.This study use 2×2×3 experimental design.Independent variable A is teaching design:level 1 is teaching design based on the Toulmin's model of argument;level 2 is the traditional teaching design;independent variable B is Student's gender(male;female);independent variable C is pretest score level of students in chemistry.Dependent variable X is learning outcome,which is measured by the score in chemistry.Dependent variable Y is the demonstration level of students,which is measured by the score in argument level.The following conclusions are included:(1)Application of Toulmin's model of argument to high school chemistry teaching can significantly improve students' score in chemistry and students' demonstration level;(2)Application of Toulmin's model of argument to high school chemistry teaching has no significant difference on improving students'score in chemistry and students' demonstration level of different genders;(3)When Toulmin's model of argument applied to high school chemistry teaching,the increase rate in score in chemistry of students in the low-level group was significantly higher than that in the middle-level group and also significantly higher than that in the high-level group.There was no significant difference in the increase rate in score in chemistry between the middle-level group and the high-level group;(4)When Toulmin's model of argument applied to high school chemistry teaching,the demonstration level of students in the high-level group was significantly higher than that in the middle-level group and also significantly higher than that in the low-level group;he demonstration level of students in the middle-level group was significantly higher than that in the low-level group.