The Practical Research On Training Students' Ability Argumentation In Chemistry Teaching

With the development of society and the change of educational concept,more and more educators begin to pay attention to the cultivation of students' abilities in all aspects.In order to meet the basic requirements of chemistry education under socialist core values,the concept of chemistry core literacy was clearly put forward in the 2017 edition of the Chemistry Curriculum Standard of General Senior High School.It is required to help students form necessary qualities and key abilities through teaching based on core literacy.Among them,the literacy of evidence reasoning and model cognition requires students to have consciousness of evidence and be able to put forward possible hypotheses about material composition,structure and their changes based on evidence,which can be confirmed or falsified by analytical reasoning;establish the logical relationship between opinions,conclusions and evidence.It shows that students' argumentation ability has become a necessary quality and key ability.The purpose of this paper is to explore how to cultivate students' argumentation ability in chemistry teaching and carry out practical research in order to improve students' scientific argumentation ability in chemistry teaching.On the basis of consulting the literature,this study understands the importance of cultivating students' argumentation ability,the development of argumentation teaching,and the characteristics of all kinds of argumentation teaching models and their applicable teaching contents.Then communicate with the front-line teachers to understand the situation of the cultivation of students' argumentation ability in the actual teaching process and the problems existing in the process of demonstration implementation.Although many educators believe that cultivating students' argumentation ability is of great significance to students' development,the schedule of senior high school curriculum teaching must take factors into account,such as class hours and examinations.Therefore,demonstration teaching is faced with greatdifficulties in the process of advancing in the classroom.Taking the students in the experimental class of the first year of senior high school and the control class as the research object,the argumentation level of the two classes is investigated.The results show that there is little difference in the argumentation level between the two classes,the students' argumentation structure is incomplete,and the argumentation level is low.In order to improve students' argumentation ability,after studying some commonly used argumentation models,this paper constructs a "three steps and six links" argumentation teaching model,which is guided by problem situation and support,which mainly includes proposition,evidence and reasoning.On the basis of this model,this paper puts forward the implementation strategy of cultivating students' argumentation ability in chemistry teaching.Then,according to the constructed teaching model and the proposed implementation strategy,we carry out the teaching design of the knowledge suitable for demonstration teaching in the compulsory course of Chemistry in Senior High School of the people's Education Edition.Under the guidance of teachers,we first carry out demonstration training for students,and then carry out demonstration teaching research.In teaching practice,efforts should be made to cultivate students' argumentation ability on the premise of ensuring the basic classroom requirements.After the teaching practice,the argumentation ability of the students participating in the practice is investigated and the results are analyzed.It is found that there is a significant difference in the argumentation level between the experimental class and the control class,and there is an obvious breakthrough and improvement in the argumentation level of the students in the experimental class after practice.The conclusions are as follows:(1)the students' argumentation level is low,especially in the aspects of giving reasons and rebuttal and counterproof.(2)after demonstrating the classroom teaching practice,the overall argumentation level of the students in the experimental class has been improved to acertain extent.(3)the influence of "three steps and six links" teaching model on students' argumentation ability is mainly reflected in the two elements of evidence and reasoning.