Analysis Of The Teaching Of Physics Laws In High School Based On Toulmin's Argument Model

Argument is an important part of scientific thinking,and developing students’ argumentation ability is one of the goals of physics teaching.In the current teaching of high school physics laws,it is the research problem of this article to demonstrate how the teaching is carried out.In this study,a total of 12 outstanding courses were selected as research samples in 4 topics of "the national public service platform of education resources that one teacher has one excellent class" in recent years,namely "Ohm’s Law of Closed Circuits","Conservation of Momentum","Total Reflection" and "Isothermal Change of Gas".This paper analyzes the argumentation elements in the example video based on the Toulmin’s argument pattern,so as to analyze the classroom argument characteristics of high school physics laws.The research mainly draws the following conclusions: 1.In the argumentation of physical law teaching,the teachers pay attention to the use of experimental means and theoretical tools to help students complete the learning of new knowledge.2.In the demonstration of the teaching of physical laws,the argument is mostly the basic model,while the complete model is rare.3.There will be obvious differences in the number and form of argumentation elements under different teaching topics.4.Under the same teaching topic,the more argumentation elements are included in the teaching of different teachers,the more complex the argumentation combination forms are,which indicates that the more in-depth the teacher explains in this section,the higher the grade of excellent courses is.5.The argumentation in the teaching of physical laws is mostly led by teachers,and the argumentation results are mostly directed to certain physical knowledge.The quality and depth of students’ participation in the argumentation are not high.Based on research,this article puts forward some suggestions in the demonstration teaching in the teaching of high school physics laws: 1.Teachers should strengthen the study of argumentation theoretical knowledge,especially the understanding of the three elements of support,refutation and qualification.2.Teachers should optimize the argumentation structure in the process of teaching design and implementation,help students to establish a complete argumentation structure,and promote the improvement of classroom argumentation level.3.Teachers should give full play to students’ subjectivity in the process of argumentation,such as increasing the openness of questions,increasing the guidanceevaluation on argumentation elements,and strengthening group discussion.4.Teachers should create rich forms of after-class argumentation,such as organizing scientific debates in the class or grade,and assigning written argumentation assignments on social science topics.