Practical Research On Scientific Argument Teaching In High School Biology Teaching

Scientific thinking is one of the core literacy of biology.It emphasizes cultivating students to use scientific thinking methods to understand and solve problems.Scientific argumentation as a representative scientific practice method is an important means of cultivating scientific thinking.As Chinese scholars continue to deepen their research on scientific argumentation,researchers have found that the ability of primary and secondary school students and even college students to demonstrate scientific research is low and needs to be improved.Therefore,this paper attempts to explore the application of scientific argumentation model in the practice of high school biology teaching,and explores strategies for cultivating students' ability of scientific argumentation in teaching practice.The introduction part of this paper mainly uses the literature analysis method,synthesizes existing research at home and abroad,clarifies the reasons and research significance of the topic,and determines the research problems and starting points.The first chapter mainly uses comparative analysis method to conduct comparative analysis of scholars' existing research,clarify and define the connotation of important concepts such as argumentation and scientific argumentation.Based on the research of the existing argument model,the author summarizes the scientific demonstration model suitable for high school biology classroom based on the Toulmin's Argument Patten(TAP)model proposed by Toulmin.Scientific argumentation ability is a comprehensive ability,including multiple dimensions.In order to better evaluate students' scientific argumentation ability,domestic and foreign scholars have proposed a variety of measurement questionnaires and evaluation criteria.The author compares and analyzes the similarities and differences between measurement questionnaires and evaluation criteria.Based on the needs of this study,the "Scientific Argumentability Test" questionnaire and evaluation criteria proposed by Han Kui Kui were selected as the measurement tools.The second chapter explains the structure of scientific argumentation ability through the theoretical research structure of scientific argumentation,and divides the scientific argumentation ability into several scientific arguments.Through the analysis of the students' biological scores,two classes with comparable biological scores were selected as the object of scientific argumentation ability survey.The questionnaire survey method was used to evaluate students' scientific argumentation ability.The results showed that the scientific argumentation ability and scientific argumentation characteristics of the two classes students There is no significant difference,so the two class students are selected as the experimental practice and the control class for teaching practice research.The experimental class students use the scientific argumentation model for teaching,and the control class students use the traditional teaching mode for teaching.The third chapter uses the practice research method to study and summarize the materials and teaching strategies suitable for scientific argumentation in the high school biology textbooks of the People's Education Edition.Based on the scientific argument model,the teaching design and implementation of teaching.The author selects one of each type of material for case analysis to clarify the principles and methods of instructional design.Finally,generalize the general process and teaching suggestions for teaching using the scientific argument model.The fourth chapter uses the questionnaire survey method to analyze the effect of scientific argumentation teaching practice.The results show that the experimental class students have improved in biological performance,scientific argumentation ability and scientific argument ability,and have statistical significance.The fifth chapter comprehensively analyzes the conclusions and shortcomings of this study.