Development Of Mini-course Based On Cultivating The Pre-service Biology Teachers' Argumentation-oriented Teaching Ability

In recent years,argumentation and argumentation-oriented teaching has become a hot topic in the field of international science education.In2017,China's The General High School Biology Curriculum Standards clearly defines "scientific thinking" as one of the elements of key competency of biology,It requires the students to make claims,examine or demonstrate social science issues based on scientific evidence.How to cultivate students' scientific thinking has become an urgent problem to be studied and solved in the practice of middle school biology classroom teaching,the argumentation-oriented teaching strategy with the core of scientific argumentation can effectively promote the development of students' scientific thinking.Due to the complexity of the argumentation process and the limitations of teachers' understanding of argumentation and argumentation-oriented teaching,it is necessary to rely on a certain mini-course to help pre-service biology teachers understand and apply argumentation-oriented teaching strategy.This study focuses on the improvement of the argumentation-oriented teaching ability of pre-service biology teachers,through the study of the course documents,literature review and investigation analysis,developed a mini-course for the purpose ofcultivating the pre-service biology teacher's argumentation-oriented teaching ability-"Argumentation-oriented Teaching Design and Practice".During the course development,according to the relevant theories of mini-course development,formulated the course training objectives through the characteristics of biology,the characteristics of pre-service biology teachers,and the needs of learning;combined with the teacher'argumentation-oriented teaching knowledge framework in the literature research and course training objectives,the teaching content was selected and organized,and the evaluation system of the course was constructed on this basis.Subsequently,based on the theory of "mixed learning",combined with the characteristics of social constructivism and biology,to refine the "experiential learning" model,constructed the course implementation framework,the implementation framework includes four steps which are experience observation,introductory induction,active practice,and reconstruction application,and then based on the implementation framework,recruited 30 volunteers from a university's students majoring in biology in their fourth grade(normal-school students)as a test subject for the course,and the operability and implementation effect of the mini-course were verified by practice,through the questionnaire survey,the statistical analysis of the implementation effect of the course is carried out,the results show that the developed "Argumentation-oriented Teaching Design and Practice" mini-course effectively enhances the pre-service biology teachers' theory and practical application level of argumentation-oriented teaching.After the course is implemented,according to the implementation status and the advice provided by the pre-service biology teachers,the course has been revised and supplemented,and the relevant course resources are integrated into a resource package,in order to provide reference for the training of pre-service biology teachers in normal college.At the end of the paper,the results obtained in this study are summarized,and suggestions are made on this basis,finally,the shortcomings in the research are reflected,and the research on the cultivating of the pre-service biology teacher's argumentation-oriented teaching ability is proposed.