An Applied Research On The Cultivation Of Students’ Biological Science Inquiry Ability By Toulmin’s Argumentation Model

In the "General High School Biology Curriculum Standard（2017 Edition）（2020Revised Edition）" promulgated by my country,scientific inquiry is an important part of the core literacy of biology.British logician Stephen Toulmin in his book "The Use of Arguments" proposed an argumentation model consisting of six elements: claim,data,Warrant,Backing,Qualifier and Rebuttal,which is called Toulmin’s argumentation model.Applying Toulmin’s argumentation model to the field of biology teaching enables students to experience the argumentation process of scientists proposing opinions,supporting opinions with evidence,and revising and evaluating opinions in the process of learning,thereby developing students’ scientific inquiry ability.By consulting a large number of literatures,it is found that the research in this field in my country is relatively lacking.Therefore,this study attempts to apply Toulmin’s argumentation model in high school biology classroom to cultivate students’ biological scientific inquiry ability,and explore its specific impact.This research uses a variety of scientific methods to study Toulmin’s demonstration model in the cultivation of students’ scientific inquiry ability in high school biology classroom.First of all,through the method of questionnaires and interviews,we learned the development level of students’ scientific inquiry ability from the perspective of students,and from the perspective of teachers,we learned about the current situation of cultivating students’ scientific inquiry ability and their views on argumentative teaching.Secondly,the construction of the teaching mode under the Toulmin demonstration mode and the basic process design of the teaching under the Toulmin demonstration mode are carried out.The basic process design of teaching includes selecting the teaching content suitable for the application of Toulmin’s argumentation mode in compulsory 1 of the PEP and constructing a specific operation process.Thirdly,the teaching design under Toulmin’s demonstration mode is carried out by taking "the function of the nucleus" and "exploring the water absorption and water loss of plant cells" as examples.Finally,using the educational experiment method to select two classes in the first grade of a middle school in Harbin,and carry out the pre-test analysis of the questionnaire and the analysis of the test paper,it is determined that they can be used as the research object.In the experimental class,the Toulmin demonstration mode is used for teaching,and in the control class,the conventional teaching is carried out;after the teaching practice,the teaching effect is tested by questionnaires and test questions,supplemented by student interviews.Analyze the teaching effect and the changes of students’ scientific inquiry ability level,and then understand the influence of Toulmin’s demonstration mode on students’ scientific inquiry ability.Through a semester of teaching practice,the following research conclusions are drawn: First,Toulmin’s demonstration model is feasible to cultivate students’ scientific inquiry ability;second,Toulmin’s demonstration model improves students’ scientific inquiry ability,especially "the ability to make assumptions",The three sub-capabilities of "ability to design solutions" and "ability to reflect and evaluate" have been greatly improved.Applying the Toulmin argumentation model to cultivate students’ scientific inquiry ability in high school biology classroom can enrich the teaching strategies for developing students’ scientific inquiry ability at this stage,and provide important theoretical reference for the majority of front-line teachers.