A Preliminary Study On The Application Of Argumentation Teaching In Biology Teaching In High School

The Ordinary High School Biology Curriculum,aiming at letting students gain lifelong learning outcomes,was formulated in 2017.It requires that the biology of middle school should not only pay attention to permeating life concept and social responsibility,but also to training students' ability of rational thinking and scientific inquiry.Under the requirement of the new curriculum reform in China,scientific inquiry has become the main form of biology teaching in middle school.However,there are still many teachers who have the wrong perception about scientific inquiry that students design and carry on experiment to is equal to the scientific inquiry.Therefore,it is particularly important to strengthen the scientific demonstration activities of students and try to construct a demonstration teaching which can embody the essential characteristics of scientific inquiry.The demonstration teaching is,in essence,the introducation of the demonstration in the field of science into the classroom.It consists of six parts,through the analysis of data to obtain claims,through providing arguments to explain and support the claims,and to perfect or endorse the claims after questioning and refuting.The author first interviewed 7 biology teachers in a middle school in Nanjing to find out the application of demonstration teaching in this middle school.This was followed by a comparation between demonstation teaching and traditional teaching in practice for more than three months in the middle school.Through the analysis of the data of the interest questionnaire,examination paper and critical thinking questionnaire on biology learning.we can see that demonstration teaching has an influence on students' biology studying.An.d then using Excel and SPSS21.0 Software to analyze the difference of application result between demonstration teaching and traditional teaching in biology teaching in Senior Middle School.Finally,according to the analysis of the results of the research,there are some suggestions on the application of demonstration teaching in biology teaching in senior high school.The results show that the teachers in this school are not familiar with or even have no idea about demonstration teaching.The impact of demonstrative teaching on students includes the following three parts:(1)In the aspect of interest in biology studying,students in experimental class have higher interest than those in control class,and there is a significant difference between them.This shows that demonstration teaching can help students to have more interest in biology learning.(2)In the aspect of academic performance,after one month teaching activities,students in experimental class have lower academic performance than those in control class,but there is no significant difference;However,after another two months,there is a significant difference between them,which shows that demonstration teaching is helpful to improve students' academic performance of biology,but it takes a long time to be effective.(3)Demonstration teaching,to some extent,contributes to the development of students' critical thinking.Finally,I hope that teachers can better their understanding to demonstration teaching.And in the process of demonstration teaching,teachers can realistically help students learn to question and consider why to demonstrate,and also let students find and use the material to provide the basis for their own "claims".Only in this way can students form a rigorous scientific attitude and development their critical thinking and the ability of scientific inquiry.