Research On Using Bio-science History To Cultivate Students’ Ability Of Scientific Argumentation In Junior Middle School Biology Teaching

In recent years,the scientific argumentation ability of students has gradually attracted the attention of relevant scholars at home and abroad.It has become an indispensable ability for students to understand scientific knowledge,master scientific skills,and learn scientific and technological innovation.Bio-science history is the crystallization of the wisdom of scientists,and it contains a large number of experiments and scientific methods.Learning the bio-science history allows students to follow the exploration path of scientists,review the classics,and use them as learning materials to analyze and infer theory and improve the ability of scientific argumentation.Therefore,this article attempts to use the history of science to cultivate students’ scientific argumentation ability in junior middle school biology teaching,and analyzes the effect of its implementation,summarizes the teaching strategies of using science history to cultivate students’ scientific argumentation ability,and explores the educational value.The paper research method is used to comb the research progress of the bio-science history and scientific argumentation at home and abroad,analyze the relationship between the bio-science history and the cultivation of argumentation ability,clarify the purpose and significance of the research.The paper analyze the content of the bio-science history in the "Biology" textbook of the Shandong Science and Technology Press,and put forward the principles and methods of selecting the bio-science history suitable for cultivating students’ scientific argumentation ability based on Toulmin’s argumentation model.The questionnaire survey and ability tests are used to conduct investigation,analysis and testing on the application of bio-science history,the cultivation of scientific argumentation ability and the level of students’ argumentation ability in junior middle school biology teaching.Based on the survey results,the junior middle school students’ cognition,thinking level,and the content of the history of junior middle school bio-science history,this paper puts forward the teaching strategy of cultivating students’ scientific argumentation ability by using science history from the perspective of cognitive law,and conducts a one-semester teaching empirical study on the effectiveness of the strategy.The interview ability,classroom observe,test analysis and other methods are used to analyze the practical effects and verify the effectiveness of teaching strategies.The following conclusions are drawn from the above research: applying the bio-science history is an important way to cultivate students’ argumentation ability.There are many scientific history contents in junior middle school,but the bio-science history that is suitable for cultivating students’ scientific argumentation ability mainly introduces a research process or expounds the history of scientific inquiry.This type of bio-science history content should contain three basic requirements for argumentation.Selecting and refining the elements of argumentation has also become the main reason that influences teachers to use the bio-science history in the classroom to cultivate students’ scientific argumentation ability.Most of the students’ argumentation level is still at the shallow inference level,and the ability to construct reasons,refute and re-refute needs to be strengthened.It has been verified by teaching practice that taking "evidence" as the core of argumentation has formed an effective teaching strategy for cultivating students’ scientific argumentation ability by using scientific history in junior high school biology teaching: guiding students to distinguish opinions and evidence correctly,and being good at "finding evidence" by themselves.The paper instruct students to express their opinions using simple and direct evidence,induce students to "tell the evidence",guide students to appropriately use evidence to express their opinions,encourage students to " Make a rebuttal ",lead students to use evidence to prove their conclusions,guide students to "re-search for evidence",and encourage students to consider the reliability of the evidence and use the evidence reasonably.