| With the development of international science education,the advent of the information age and the requirements of the reform of chemistry curriculum standards in China,it is an inevitable trend to carry out demonstration activities in the classroom to improve students’ demonstration ability.By sorting out the existing literature,the author found that most researchers take argumentation teaching and teachers’ argumentation discourse as the research object to explain the quality of classroom argumentation.In order to understand the level of middle school students’ argumentation ability,the author believes that it is more reasonable to take students’ argumentation discourse as the research object.Therefore,the author selects 6 highquality lessons and 6 ordinary lessons in the Chinese Chemistry Society and the national teacher skills competition,uses the IRF classroom analysis tool to encode and analyze the argumentation discourse of students in 12 transcription courses,and finally puts forward some suggestions to improve students’ argumentation ability.The main contents of this study include three aspects: 1 Select the courses suitable for this study and including argumentation discourse in the database,and convert the argumentation discourse in the course video into text form;2.Consult relevant literature to determine the connotation of relevant concepts of argumentation discourse and the current situation of argumentation discourse analysis framework at home and abroad;3.Based on the analysis results,put forward suggestions to improve students’ demonstration ability.This study adopts the methods of literature,case analysis and classroom observation.Based on Piaget’s constructivism theory,Bruner’s cognitive discovery theory and Vygotsky’s recent development zone theory,this study takes 6 high-quality lessons and 6 ordinary lessons as the research objects to code and analyze the argumentation discourse in its transcription curriculum.The final research shows that: 1Most students have basic argumentation literacy,and a few students can put forward high-level argumentation discourse,and students’ argumentation level is affected by teachers’ tips;2.Teachers give feedback according to the reasoning level of students’ answers,remind students to pay attention to evidence,and encourage students to put forward reverse views or refutations,but there are few high-level argumentation words with elements such as refutation;3.The interactive sequence of teacher-student discourse is closely related to the argumentation level of students’ discourse.Teachers’ different questioning discourse will lead to students’ discourse with different argumentation level,and students’ different argumentation discourse will affect teachers’ feedback discourse.First,the reasons for the lack of high-quality teaching demonstration and analysis based on the above-mentioned teaching content;Second,teachers’ teaching and students’ learning motivation are utilitarian;Third,students’ knowledge base is weak.In order to put forward suggestions to improve students’ demonstration level and provide guidance and help for pre service teachers and in-service teachers. |
