Practical Research Of Argumentative Teaching In The History Of Biological Science In Senior High School ——In Compulsory 1 《Molecules And Cells》 As An Example

Scientific argumentation is one of the necessary skills for students to learn biology in the 21st century.Scientific argumentation is vitally interrelated to the understanding of scientific concepts,the improvement of critical thinking quality and the development of scientific literacy.Biology Curriculum Standards for Senior High School（Edition 2017 revised in 2020）in China points out that students should pay attention to the consciousness of evidence in the learning process,and be able to use scientific thinking methods such as induction and deduction to explore life phenomena,examine or prove biological issues,and thus improve the quality of scientific thinking.The research achievements in the history of biology show that scientific research initially relied on intuition and imagination to find problems and put forward conjectures or hypotheses,and the correctness of hypotheses and claims was based on the logical thinking of evidence.However,during the teaching process biological history of science,teachers always focus more on the operational steps and scientists’ inquiry results,ignore the exploration of the inquiry process,and guide students to discover,think and solve problems from the perspective of scientists,thus fail to cultivate students’ scientific thinking and inquiry ability.In this study,the history of biological science was chosen as the carrier for argumentative teaching,which restores the scientific inquiry process from the thinking level.Students were allowed to go through the argumentation process of scientists’ discovery of problems,putting forward ideas,finding evidence,questioning and refuting,and correcting ideas,so that they could learn to think,analyze,and solve problems with evidence,logic,and suspicion.This research first through the related literature review,analyzes the domestic and foreign argumentation teaching research present situation,summarizes the domestic research foundation and the insufficiency,determines the research content,the research goal and the significance,On this basis,it defines the concepts of "argumentation","argumentation in the history of science" and "argumentative teaching".Secondly,it summarizes the content of the history of science in the textbook "Molecular and Cell" by Su Education Press,revises the toulmin model based on the characteristics of the history of science,and selects "the development course of photosynthesis" and "the principle of photosynthesis" to design the teaching case and teaching practice.The analysis of the results of the pre-test and post-test of the scores and scientific argumentation ability of the experimental class and the control class indicates that the implementation of demonstration teaching in the history of science can effectively promote the improvement of students’ learning scores and scientific demonstration ability.The students’ abilities of making claims based on evidence,supporting or opposing counter-arguments based on evidence,and reasoning are all significantly enhanced.However,from the point of average,students’ argumentation ability in scientific phenomenon issues is better than that in scientific social issues.Students are better able to deal with scientific phenomenon issues that were closely related to life and can obtain evidence through observation and experiment.When faced with complex,unfamiliar social issues with multiple competing views,students generally have low ability to put forward counter-arguments and obtain evidence from them to support or refute counter-arguments.It is necessary to strengthen students’ ability to think critically,analyze and solve problems in new situations..How teachers set up activities to guide students to raise questions and rebuttals in the limited classroom teaching time is a problem that needs attention.Based on the above research,this study proposes advices as the follows:In order to provide reference for the demonstration teaching to be better applied to front-line teaching,based on the above research,this study proposes some advise as below:advocating cooperative learning and promoting students’ participation in argumentation.Design problem guidance to stimulate students to put forward counter arguments.Grasp the textbook and its extension,improve students’ scientific reasoning ability.Pay attention to biology issues,enhance students’ sense of social responsibility and other teaching suggestions.