Applied Research Of Argumentative Teaching In Senior High School Physics

According to “Curriculum Standards for Physics of Regular Senior High Schools”published by the Ministry of Education of the People's Republic of China,scientific thinking and scientific exploration of core qualities involved in Physics subject learning specifies the necessity to develop students' argumentation ability.Argumentative teaching,due to its emphasis on characteristics of the argumentation process,has gained close attention from education researchers at home and abroad.Argumentative teaching,in addition to promoting students' development of scientific thinking,plays an important role in improving students' argumentation ability.Survey shows that education researchers abroad have attached great importance to studying argumentative teaching.From 1991 on,multiperspective research has been carried out on theories and applications of argumentative teaching,thus achieving a high research level.But it was not until in 2007 that Chinese researchers started studying argumentative teaching.So far,theoretical research into argumentative teaching has been relatively complete but research into teaching practice still remains insufficient.Particularly,practice research of “Sports Module” in senior high school physics has not yet been carried out.Therefore,argumentative teaching of “Sports Module” in senior high school physics holds vital practical significance.To start with,this paper introduces the concept of “argumentation”,“scientific argumentation” and “argumentative teaching”,and expounds on the theoretical basis of argumentative teaching.On the theoretical basis,Toulmin's argumentative model and argumentative teaching model are made use of to build the argumentative teaching model,and the application principles and procedures to which argumentative teaching should adhere to are summarized.Since argumentative teaching calls for a large augmentative space,topics for argumentative teaching of senior high school physics are analyzed,including topics about the history of physics,topics about the concepts of physics,topics about exploratory experiments,and social issues.While taking an internship in a senior high school in Yantai,the author designs argumentative teaching for proper topics chosen from “Sports Module” in Physics(I)of the People's Education Publishing House edition,illustrates them by examples,and organizesargumentative teaching in the experimental group.Argumentative teaching,after undergoing preparation before the class,implementation in the middle of the class,and summary after class,is applied to teaching activities of senior high school physics.In order to testify the influence of argumentative teaching on students' argumentation ability and physics test scores,argumentation ability and physics test scores of students in the experimental group and the control group are tested before the experiment,which average at 16.1250 and 64.44,respectively,in the experimental group,and at 16.3939 and 65.36,respectively,in the control group.The software SPSS23 is used to analyze the test scores of the experimental group and control group before the experiment,and differences of the two groups are pointed out via the independent sample T-test.Results show no significant difference between the two groups in terms of their argumentation ability and physics test scores.Next,argumentative teaching is organized in the experimental group,while conventional teaching is provided in the control group.After the experiment,argumentation ability and physics test scores of the two groups are tested again,which average at 20.0625 and 73.4063,respectively,in the experimental group,and 16.7273 and 65.9091,respectively,in the control group.Similarly,SPSS 23 is used to analyze test scores of the experimental group and control group,with differences between the two groups revealed again by the independent sample T-test.Results show significance differences between the two groups in terms of their argumentation ability and physics test scores.At the same time,the average test scores of the experimental group are higher than those of the control group.This provides solid evidence for the role of argumentative teaching in improving students' argumentation ability and physics test scores.The final test results indicate that argumentative teaching is one of valid teaching models to improve students' argumentation ability and physics test scores,which can facilitate cultivation of students' subject qualities in physics,and provide value reference for first-line teachers to apply argumentative teaching to senior high school physics classroom teaching.