A Practical Study On Argumentation Teaching Of "Chemical Reaction Principle" Based On TAP

In recent years,study on scientific argumentation has been increasingly valued in the field of international science education.Introducing scientific argumentation into the classroom,cultivating and improving students' scientific argumentation ability has also become a new goal of science education reform.At present,many educational researchers have integrated scientific argumentation into physical science,chemistry,biology and other science courses,and have carried out practical research on argumentation teaching.Research shows that argumentation teaching is not only an effective means to enhance students' ability of scientific argumentation,but also an important teaching mode to promote the development of students' core literacy.Based on the existing research,this study mainly discusses the following three questions:(1)What is the current status of high school students' scientific argumentation ability?(2)How to carry out the teaching design of the "Chemical Reaction Principles" module based on the TAP(Toulmin's Argument Pattern)?(3)Can teachers improve the scientific argumentation ability of students through the practice of argumentation teaching?Firstly,by consulting relevant literatures at home and abroad,the questionnaire for scientific argumentation ability was compiled,and the high school students from a municipal middle school in Shanxi Province were selected as the survey objects.After investigation,it was found that the status of high school students' scientific argumentation ability is not optimistic,mainly in the : The structural elements of the argument are not complete enough,and the logic of the argument is not strong.Next,based on the results of the current situation investigation and the TAP,the author designs the teaching of the "Chemical Reaction Principles" module of high school chemistry and proposes the "question chain" teaching strategy.Then,the argumentation teaching practice was carried out.The author selected two parallel classes in the second year of a city middle school in Shanxi Province as the research object.One class was the experimental group and the other class was the control group.Finally,by analyzing the results of written task test questions and scientific argumentation test questionnaires,it is proved that argumentative teaching can improve students' scientific argumentation ability.This study draws the following conclusions: the survey results of the high school students' scientific argumentation ability found that the overall level is not high,the structural elements of the argument are incomplete,and the logic of argumentation is not strong;the TAP-based argumentation teaching helps to improve students' science;The "Chemical Reaction Principles" module is an important knowledge carrier for improving the scientific argumentation ability of high school students.