Research On Design And Practice Of Biology Teaching In Senior Middle School Based On Argumentation Teaching

With the development of educational curriculum reform,the inquiry teaching is constantly deepened,which can promote students’ ability to find,analyze and solve problems.Argumentation teaching is a method of inquiry teaching,which transfers the argumentation process of the formation of scientific theory into classroom teaching,instructs students to collect data,analyses data,forms opinions and expresses arguments,etc.and which repeats the experience of scientists to build scientific theories or knowledge and promote understanding of the concept of science and the nature of inquiry.Argumentation teaching pays more attention to evidence,pays more attention to reasoning from data to opinion,and expects students to "speak out what well-grounded" and improve the development of rational thinking,such as argumentation,reasoning,criticism,etc.It is the effective integration of imparting knowledge and cultivating logical thinking ability.Through Literature analysis method,the research analyzed the research situation of argumentation teaching at home and abroad,defined the related concepts and clarified theoretical basis.According to the principle of argumentation and the requirements of teaching design,combining with the characteristics of biology subject,the design of argumentation teaching process was carried out,and the teaching cases were formed.Through the empirical study,the practical research of argumentation teaching was carried out,and the changes of learning interest and argumentation ability were investigated by questionnaire survey.Combined with academic achievement,the argumentation teaching was evaluated.The results show that the argumentation teaching can effectively promote students’ learning interest,academic achievement and argumentation ability.It provides the theoretical basis for the development of argumentation teaching.