Investigation And Study On The Ability Of High School Students To Demonstrate The Physical Science

With the trend of education reform in the 21 st century,countries have paid attention to science education.In this era of rapid development of science and technology,the goal of education is not only to impart knowledge and skills,but also to train all types of talents and citizens with scientific literacy in line with social development.Therefore,whether we are to adapt to the international situation,improve our comprehensive strength,or cultivate students with scientific literacy,we must pay attention to the training of science education.In science education,students should mainly develop their scientific thinking ability,that is,they can discover Scientific issues,the ability to solve scientific problems.As a scientific activity,scientific argumentation can not only consolidate students' scientific knowledge,but also promote the development of students' scientific thinking.In recent years,scientific arguments have received extensive attention from academic circles in various countries,especially the education sector.In China,scientific argumentation ability has been included in the curriculum standards as an important part of scientific literacy.It can be seen that the development of scientific argumentation ability is beneficial to students' science.The formation of thinking,so the evaluation and cultivation of scientific argumentation ability becomes more important.This research uses the literature research method to study and collate the research on scientific argumentation and scientific argumentation ability at home and abroad,and combs the existing research on the structural model and evaluation framework of scientific argumentation ability.On the basis of the existing research,the types and modes of scientific argumentation are classified,and the structural model of physical science argumentation ability is established.This structure takes the physics subject as the academic background of scientific research ability,and takes the structural elements of scientific argument as the core of scientific argumentation ability,with scientific attitudes and inclinations as the auxiliary,comprehensively considering the content of scientific argument and the logical elements of scientific argumentation.Secondly,according to the structural model,the adaptation of theexisting test questions and the design of the new test questions have developed a set of test tools based on physical knowledge with high reliability and validity.The purpose is to measure the physical science ability of high school students..It includes the setting of evaluation dimensions,the preparation of test questions,and the development of scoring standards.Then use the investigation method to investigate and analyze the status quo of high school students' physical science demonstration ability,and discuss the ability level of high school students in different grades and genders in terms of scientific knowledge,argument structure elements and argumentation attitude and tendency.The survey results show that the physical science demonstration ability of high school students in China is at a general level,and the degree of mastery of physical knowledge has a great influence on the ability of physical science to demonstrate,and the attitude and tendency of argumentation also have a certain relationship.In terms of structural elements of scientific argumentation,students have a strong ability to make opinions,but some students cannot accurately find out the basis for explanation.Most students can point out the right or wrong in the evaluation of other opinions,but only a small number of students can Explain the reasons for it in its entirety.Therefore,it can be found that students' ability to present opinions and counter-views is stronger than the ability to make explanations.In addition,the physics science demonstration ability of high school students of different grades is different,which is manifested in the argumentation process of the arguments.The higher school students are more clear and clearer in their thinking.There is no significant difference in the ability of physical science to demonstrate between different genders.