| Argumentation teaching has become one of the teaching methods recognized by the science education community that can effectively improve students’ scientific thinking.In recent years,argumentation research in the field of science education has attracted more and more attention from educators,and argumentation teaching in biology education is also helpful an important way for students to achieve the core literacy of biology.How to promote the implementation of argumentation in the classroom is necessary to turn to the analysis of the classroom discourse of science teachers,to study how teachers incorporate argumentation concepts in teaching activities,and to guide students to conduct argumentation activities through teacher discourse.In high school biology classrooms,teachers can effectively improve students’ argumentation ability through classroom discourse to implement argumentation teaching.Therefore,it is of great significance to analyze the current classroom discourse of teachers and study how to improve the quality of argumentation discourse.In this context,this study implements demonstration teaching on four types of curriculum content: life science history,biological concepts,exploratory experiments,and social science topics,each of which is divided into novice teachers and experienced teachers to teach separately.Transcription,coding,statistics and analysis of the classroom discourse of four novice teachers and four skilled teachers,combined with after-school interviews with teachers,analyzed the classroom discourse in high school biology demonstration teaching from the perspective of argumentation.The research process mainly includes three stages.First,in the research preparation stage,conduct a survey on the quality of argumentation speech in high school biology teacher argumentation classrooms,and analyze the existing problems in the quality of argumentation speech;The second is the teaching implementation phase,and first select the most suitable argumentation.There are four different types of lesson examples for teaching.Then,each type is compared by novice teachers and experienced teachers,and the demonstration teaching is carried out in parallel classes;The third is the analysis and summary stage,the demonstration lesson cases are transcribed,coded,and adapted according to the Su Shengkai’s argumentation discourse analysis framework conducts statistical analysis to give suggestions on ways to improve the quality of argumentation discourse in high school biology argumentation teaching.Questionnaire survey method,practical research method,lesson analysis method,educational narrative method and interview method were used in the research process.Through the questionnaire survey,we learned the current situation of the argumentation discourse quality in the high school biology argumentation classroom,and analyzed the problems to be solved;implemented the argumentation teaching in the middle school through the practical research method,and collected the argumentation lesson examples;the example analysis method was used to code and analyze the argumentation lesson examples,To obtain different types of argumentation content and the differences in argumentation discourse between novice and familiar teachers;through educational narrative and interview methods to study the educational concepts and methods behind the effectiveness of the teaching of argumentation by teachers,and to improve the high school biology argumentation Suggestions on methods of demonstrating the quality of discourse in teaching.After teaching implementation and lesson analysis,the research mainly draws the following conclusions: 1.The quality of argumentation discourse is higher than that of science when implementing argumentation teaching in exploratory experiments and social science topics among different lesson types.History and biology concept lesson type.2.Skilled teachers are better than novice teachers in grasping the teaching of argumentation and using the discourse of argumentation.3.However,teachers still have the following problems in the use of argumentation discourse.First,the use of argumentation discourse is not flexible enough,especially for novice teachers.For example,in encouraging students to put forward rebuttals,they lack the attitude and accurate discourse instructions to encourage students to question.Second,the use of argumentation discourse is relatively scarce in the history of science and biology concepts,and teachers have not created a teaching situation suitable for argumentation teaching.4.The factors that affect the discourse of classroom argumentation are as follows: subjective reasons include whether the teacher fully understands the argumentation,whether the teaching task limits the classroom argumentation,etc.Objective factors include students’ performance and classroom culture.Based on this,this article puts forward four suggestions for integrating argumentation into the high school biology argumentation classroom and improving the quality of argumentation discourse:(1)Strengthen teachers’ understanding of argumentation teaching(2)Design suitable argumentation teaching links(3)Increase students’ speech Opportunity(4)Increase the proportion of open questions in the classroom... |
