Improvement Research Of Argumentation Ability Of High School Students By Social Science Issues Teaching

Technology has two sides.When people enjoy the convenience and comfort brought by technology,they are also affected by the uncertainty and hidden risks brought by technology,and even cause negative social influence,which leads to the dilemma disputes on technology from all walks of life.This is the social science issue.Argumentation is an important element of students' scientific thinking,and social science issue is an important teaching method to cultivate students' argumentation ability.The purpose of this study is to explore the influence of social science issue teaching on students' argumentation ability,including the change of each sub-ability of argumentation ability,the change of argumentation ability and sub-ability of students with different academic performance,and the quality of argumentation.Through records video analysis and causal way of comparative study,study in a high school senior grade 69 students,and by using the SPSS20.0 income research data for independent samples t test,paired sample test and quantitative analysis,qualitative analysis was carried out on the classroom teaching activity at the same time,get the following conclusion: social science issue subject teaching has promoting effect on the reasoning ability of students,especially in the area of "support the argument of";social science issue teaching has different effects on high,middle and low academic achievement students,among which high score group has the greatest influence,followed by medium group.In addition,most students tend to support their opinions with "presenting new reasons combined with refining principles";Most students can rebut a point,but lack a strong narrative;In oral argument,each group of students can express their own claims and reasons,put forward rebuttal,but still lack of evidence to support.