Investigation And Research On The Demonstration Ability Of Physical Science In Senior One

Scientific argumentation is an element of the scientific thinking dimension among the four dimensions of the core literacy of high school physics,and it is one of the effective ways to cultivate the core literacy of students.This research analyzes the requirements of the "General High School Physics Curriculum Standards(2017 Revised in 2020)",the 2019 National College Entrance Examination "Physics" examination outline and examination instructions for scientific demonstration ability,and the examination of scientific demonstration ability by the college examination questions in the past five years Situation: Through the requirements and analysis of the scientific argumentation ability of the college entrance examination,combined with the situation of the research object,the scientific argumentation ability test questions have been compiled.Through literature and text analysis,the evaluation framework of scientific demonstration ability was constructed and the scoring rules were formulated.In this study,a total of 182 senior high school students from Nanning No.4 Middle School,Guangxi Bobai County Middle School,Guangxi Binyang Middle School,and Yulin Senior High School are the research objects.The research focuses on the overall situation of high school students’ scientific argumentation ability and the differences in their scientific argumentation ability.And relevance.The specific research content and results are as follows:The first part is the introduction.It mainly expounds the research background and significance of this research,summarizes the research status of the scientific argumentation direction,and clarifies the specific content,research methods and ideas of this research.The second part is the theoretical basis.It mainly elaborates the theoretical basis of this research,including the evaluation method and evaluation framework;the definition of some important concepts,including scientific argumentation,scientific argumentation ability,physical science argumentation ability,and the scientific argumentation ability is divided into five sub-abilities based on the Toulmin argumentation model.They are proposing opinions,providing evidence,logical reasoning,presenting reasons,and carrying out refutations.The third part is the requirements and examination research of the college entrance examination for the ability of scientific argumentation.Through the study of the new course standard and examination syllabus,the requirements of the new course standard and examination syllabus for students’ scientific demonstration ability are summarized;through the analysis of the college examination questions,the examination situation of the college examination questions for the students’ scientific demonstration ability is summarized,and the results are analyzed.Divided into two categories,the first category is the case where all the sub-capabilities of the argumentation process are tested,and the second category is the case where only some of the sub-capabilities are tested,and each question is specifically analyzed.The fourth part is the design of the test tool for the demonstration ability of physics science in senior one.Based on the evaluation dimensions of Deng Yang scholars,combined with the characteristics of physics,the evaluation framework for the scientific demonstration ability for this research is determined;based on the Toulmin demonstration model,combined with the new curriculum standards and examination syllabus,the scientific demonstration ability of students is determined According to the requirements and the cognitive level of the research object,a questionnaire for the physics science demonstration ability test for senior high school was compiled,and the questionnaire was tested and tested.The questionnaire was revised and improved according to the students’ answers,and the revised version was used for the actual test.Analyze the reliability and validity of the questionnaire through the data obtained from the actual measurement.The fifth part is the analysis of the survey results.The first is to analyze the overall situation of the scientific argumentation ability of the research object,including the overall score rate of students’ answering questions and the answer score rate of each sub-ability,and the score rate of students answering questions in each argumentation content;secondly,it analyzes the influencing factors of students’ scientific argumentation ability,and summarizes It can be concluded that there is not much correlation between the scientific argumentation ability of high school students and gender.The scientific argumentation ability of high school students is positively related to their physical performance.The better the physical performance,the stronger the scientific argumentation ability.