Research On The Application Of Argumentative Teaching Based On PCRR Model In High School Biology Teaching

The latest "General High School Biology Curriculum Standards(2017 Edition)" promulgated by the Ministry of Education puts forward a basic concept of "core literacy as the purpose".International science education regards the ability of argumentation as an important part of scientific literacy.Argumentation teaching can realize the cultivation of the core literacy of students in biology and improve the ability of argumentation through the development of argumentation activities,which has important theoretical and practical significance.The research sorted out relevant domestic and foreign literature,summarized the current research status at home and abroad,defined the concepts of argumentation,argumentation teaching,and PCRR model,and clarified the theoretical basis of this research.On the basis of reviewing the research on argumentation teaching,the research used literature research method,questionnaire survey method,interview method and educational experiment method to carry out theoretical research and practical research.In terms of theoretical research,the author analyzed the PCRR model,summarized the characteristics of high school biology content suitable for the PCRR model,sorted out the textbook content of Compulsory One "Molecules and Cells",published by Jiangsu Education Edition,and screened out suitable teaching content;analyzed and summarized the specific process and use strategy of argumentation teaching based on PCRR model in high school biology teaching;selected appropriate teaching content for teaching design,communicated with front-line teachers,modified and improved teaching cases.In terms of practical research,the author first interviewed five biology teachers from a middle school in Nanjing to learn about the cognition,use situation,problems faced,and implementation suggestions of the front-line teachers on the argumentation teaching based on the PCRR model.Then the author selected students from two classes in the first grade of the school for teaching practice research.There was no significant difference in the performance of the students in these two classes,and the total number of students,average age,gender and other aspects are basically the same.During the teaching practice period,the author carried out argumentation teaching based on PCRR model to experimental class students,conducted regular teaching to the students in the control class and ensured that other aspects were consistent.This research mainly examines the changes in students' concept mastery,scientific argumentation ability,and biological learning interest and attitude.The author analyzed the impact of teaching practice on students through statistical data and interview results.The research conclusions of this thesis are as follows:(1)Teachers need to strengthen their professionalism and improve their cognition and ability to use argumentation teaching strategies.(2)The argumentation teaching based on PCRR model can promote high school students to master biological concepts.(3)The argumentation teaching based on PCRR model can improve the scientific argumentation ability of high school students.(4)The argumentation teaching based on PCRR model can enhance high school students' interest in biology learning,improve their learning attitude,and reflect students' subjectivity.Teachers can adopt the following teaching suggestions to achieve the goal of cultivating the core literacy of high school students:(1)Arrange the presentation method and order of materials reasonably.(2)Pay attention to the openness,enlightenment and pertinence of the problem.(3)Conduct argumentation activities interspersed in teaching.(4)Combine inside and outside classes to organize the demonstration process flexibly.