Case Study Of Senior High School Biology Teaching Based On Argumentative Teaching

In the new era,students need to have independent,self-disciplined,self-monitoring and self-correcting thinking.More importantly,they should take clarity,accuracy,doubt,objectivity,logic and profundity as the principles of thinking and decision-making.The formation and establishment of students' scientific thinking need to undergo the process of active learning.Therefore,in order to cultivate students' awareness of lifelong learning,they should teach biology classes in senior high schools.In learning,inquiry teaching has gradually formed a trend.It is worth mentioning that the scientific demonstration teaching included in this paper can play an important role in improving students' ability to discover phenomena,analyze data and solve problems.In order to further study the influence of demonstration teaching on biology teaching in senior high school,the author defines the concept by reading the literature review.Based on cognitive and constructivist learning theory,the author designs a biology teaching strategy which helps to cultivate students' display ability.By issuing pre-test and post-test questionnaires,the author investigates the students' biology preference before and after the implementation of teaching practice.Examination results and proof ability level,and analysis of comparative data.During the practice period,through interviewing front-line teachers and observing the classroom,we can find out the main contradictions that hinder the development of students' demonstration ability,and put forward some suggestions on the problems existing in the practical demonstration teaching strategy.The results show that before the experiment,the differences of interest,achievement and demonstration ability between the experimental and control classes are less than 0.05,and after the teaching experiment,they are significantly different.And the improvement of the experimental class is greater than that of the control class.CONCLUSION: Argumentative teaching has obvious effects in enhancing biology learning interest,improving examination results and cultivating argumentative ability.Therefore,the author designs an argumentative teaching case to cultivate scientific thinking with the thought of argumentative scientific discovery process and concept construction,carries out an investigation and analysis of the experimental results through carrying out teaching experiments,and summarizes the experience: the argumentative teaching strategy is high.In biology teaching,the ability of argumentation has been trained,and the achievementand interest have been improved.