Research On Teaching Activity Design Based On Developing Scientific Argumentation Ability

Science is not a simple accumulation of scientific knowledge,but a series of practical processes related to the construction,demonstration and innovation of scientific knowledge.This transformation of scientific understanding has given new connotation to scientific education.The teaching of scientific argumentation,which turns from practice to practice,has become a hot topic in the educational circles in recent years.It is hoped that students can go through the process of exploring,discovering and demonstrating knowledge like scientists in the classroom,constructing scientific explanation based on evidence,exploring for the purpose of seeking the basis and taking evaluation and criticism as the key elements in the process of dialogue and argumentation.While students grasp scientific knowledge,their scientific argumentation ability is also developed,and promotes each other.In order to achieve this goal,teachers must carefully design teaching activities,solve the problem of how to initiate,guide and push forward the conception of argumentation in class,so as to ensure the smooth development of argumentation activities.By analyzing the development situation of science education at home and abroad,this paper expounds the background,purpose,significance,research process and method of the subject.Then,under the guidance of Toulmin's demonstration model and constructivism theory,we define the concept of argumentation,scientific argumentation and scientific argumentation ability.And then,using classroom observation method,audio recording,text transcription,meaning fragment interception,structural elements coding,and teaching analysis of chemistry classroom meaning segment are carried out based on Toulmin demonstration model,and the classroom language of teachers and students is recorded by audio recording,text transcription,meaning fragment interception and structural elements coding.In order to know the main problems existing in the current chemistry classroom argumentation teaching in middle school,the author probes into the quantity,the level of argumentation and the main executive body of the structural elements in the classroom,and finds out by the statistical analysis of the data.The main problems are as follows: the structural elements of argumentation in class reflect the deficiency,the overall level of argumentation needs to be improved,and the main position of middle schoolstudents in argumentation activities is difficult to reflect.The theoretical framework of instructional activity design based on the development of scientific argumentation ability is put forward,which mainly includes three key activities: constructing the interpretation of scientific problems,and combining with the literature research,this paper puts forward the theoretical framework of instructional activity design.A search for supportive inquiry and an assessment of mutual communication and examination.And put forward the implementation principles of targeted teaching activities: scientific,subjective and progressive,construct the corresponding strategies of teaching activities:(1)create situations to trigger argument;(2)set up a scaffold to guide the inquiry;(3)triple representation to prove relevance;(4)chain question-and-answer to advance argumentation.In order to test the rationality and effectiveness of the proposed theoretical framework,principles and strategies,two parallel classes in the first grade of senior high school in Guilin City were taken as the object of study,and the second,third and fourth chapters of the chemistry compulsory course in senior high school were taken as the carrier of the second,third and fourth chapters of the compulsory course of Chemistry in Senior High School.The research on the teaching practice of scientific argumentation in the last semester has been carried out.In the whole research process,the paper and pen test method and interview method are used to analyze the effect of teaching practice under the guidance of the theoretical framework and strategy of the teaching activity,and the emphasis is put on the study of the students' opinions,basis /support,and display of materials.Rebuttal,use of qualifiers and language fluency of six aspects of performance.The conclusions are as follows: the design of teaching activities based on the proposed theoretical framework,the use of corresponding strategies to carry out teaching practice,the students in the basis / support,presentation of materials,language fluency and other aspects have shown certain positive changes.It is helpful to the development of scientific argumentation ability and shows that the proposed theoretical framework,principles and strategies are feasible and effective.The innovations of this study are as follows:(1)from the perspective of the number of structural elements,the level of argumentation and the executive subject of the elements,this paper analyzes the teaching from the perspective of argumentation in the chemistry classroom of the first year of senior high school.Probe into the implementation of current middle school chemistry classroom demonstration learning activities,students' demonstration space and so on;(2)on the basis of the present situation of teaching,this paper puts forward the design framework of teaching activities,which includes three core elements: construction explanation,inquiry and evaluation,and embodies the scientific demonstration teaching research which reflects the change of practice.Due to the limitations of the research time,the object of the study and the limitation of the researcher's energy and ability,there are still some deficiencies in this study,so the theoretical framework and principles of the design of teaching activities are put forward.The strategy and conclusions need more empirical research to develop,improve and test.