A Study Of Teachers' Argumentation Discourse In High-quality Chemistry Cases

Cultivating students' ability of argumentation is one of the important ways to improve students' scientific literacy.Teachers' implementation of argumentation teaching through classroom discourse can effectively enhance students' ability of argumentation.Therefore,it is of great significance to analyze the teacher's classroom discourse and study how to integrate argumentation into the classroom discourse.In particular,the teaching philosophy and teaching methods of high-quality teachers represent the latest trend of education.Studying the classroom discourse of high-quality teachers can provide reference for front-line teachers to improve classroom discourse and integrate argumentation teaching.Therefore,the "teacher's classroom argument discourse in high-quality chemistry lesson" was chosen as the research topic.This study selected samples from the national chemistry quality class competition,and used literature analysis,classroom observation and content analysis to conduct research.First,the class records of the selected samples are transcribed into text one by one.Secondly,it encodes,statistic and analyzes the utterances of the transcripts according to the framework of argumentative discourse analysis.It aims to reveal the characteristics of classroom discourse of high school chemistry teachers from the teacher's argumentative discourse and non-argumentative discourse,and to explore how the quality chemistry teachers are.How to create a situation that is suitable for argumentation,and how the chemistry teacher guides the classroom argument when there is a situation in the classroom that is suitable for argumentation.Studies about high-quality chemistry classrooms have shown that(1)in the amount of discourse in the classroom,although the teacher's discourse ratio is higher than the student discourse ratio;but because of the frequent interaction between teachers and students in thechemistry quality class,students' participation in the classroom is higher;In terms of the proportion of argumentation and non-argumentation discourse,most classroom teachers have a higher proportion of non-argumentative discourse than argumentation discourse.(2)In the argumentative discourse category,“encourage students to make claims,reasons,evidence”occupies a large proportion.In terms of argumentation such as "encouraging students“encourage students to raise counter-arguments” and “encourage students to propose rebuttals” and other argumentative discourses,different chemistry teachers have different performances,but There are very few things that appear in the classroom.(3)In the non-argument discourse category,“spoken commentary” occupies the largest proportion,mainly in the classroom introduction,knowledge summary and other parts.The “promoting students to ask questions” is the least affected by the teacher's problem awareness,classroom time constraints,and the particularity of the classroom environment.(4)Teachers generally provide space for students to demonstrate in the process of introducing situations;in the process of exploring new knowledge,teachers guide students to conduct independent inquiry experiments,and teachers encourage students to put forward arguments of“claims-reason-evidence”.Discourse reappears;in the application improvement,the main part is the teacher's spoken language explanation.In a few classrooms,teachers encourage students to summarize the knowledge through group discussion.Based on the results of this study,the following suggestions are proposed for the integration of argumentation teaching in the chemistry class:(1)Creating a classroom situation suitable for argumentation teaching.(2)Give students the opportunity to speak in the classroom.(3)Ask questions with open questions.(4)Carry out demonstration and inquiry activities with experiments as the carrier.(5)Reduce the direct evaluation of students' views.(6)Enhance the awareness and ability of inquiry teaching.