Research On The Practice Of Argumentation Teaching Of Biology In Senior High School Pointing To The Understanding Of The Nature Of Science

Education of the essence of science is the requirement of the value orientation of science literacy courses.How to effectively promote students' understanding of the essence of science is a problem that urgently needs to be considered and solved.The "General High School Biology Curriculum Standards(2017 Edition)" advocates strengthening the education of the essence of science in the high school biology curriculum and developing the core literacy of students in biology disciplines.With the in-depth study of argumentation teaching,practice has shown that: students' participation in argumentation is beneficial to improve their view of the essence of science.In addition,the science education community generally agrees that the essence of science should be "manifest" in teaching.Therefore,this research takes argumentation teaching as the basic form,and penetrates the essence of "dominant" science into it,and explores the impact of applying it to the students' understanding of the essence of science in high school biology courses.On the basis of clarifying the specific connotation of each dimension of the scientific essence view,this research compiled the "Senior Grade One Scientific Essence Survey Questionnaire",through questionnaire surveys and case interviews to understand the current status of senior high school students' understanding of the essence of science,the survey and research showed that: From the perspective of the level of scientific essence view,most senior freshman students have a "medium" level of understanding of the essence of science;senior freshman students have a better understanding of observations and inferences,and have a general understanding of temporality,empiricality,creativity,subjectivity,and social culture,and the understanding of scientific theories and laws is poor;the two groups of men and women have no significant differences between the dimensions of the essence of science and the total score;the understanding of the essence of science is scattered and individual,Implicit.Based on relevant theoretical foundations,it puts forward the principles of demonstrative instructional design that point to the understanding of the essence of science,namely,motivational,constructive,developmental,and explicit and reflective principles.Constructing the basic operating process of demonstrative instructional design that points to the understanding of the nature of science,that is,"determine the topics suitable for the development of demonstrative teaching-construct the content of the education of the nature of science-formulate explicit teaching goals of the nature of science-the design points to the understanding of the nature of science Demonstrative teaching activities-evaluating students' understanding of the nature of science".Select 3class hours of "Nucleic acid is a carrier of genetic information","Structure and function of cell membrane","Enzymes that reduce the activation energy of chemical reactions(1st class hour)" in "High School Biology Compulsory 1"(Personal Education Edition)Case design and quasi-experimental research.The experimental class adopts an argumentative teaching design that points to the understanding of the nature of science.The control class adopts a conventional teaching method based on curriculum standards,applying the questionnaire on the nature of science of senior high school students and the "reflection questions on the nature of science" to understand the nature of science.Changes in the outlook.The practical research results show that after the teaching experiment,the students in the experimental class have better understanding of the various dimensions of the nature of science than the students in the control class.The high school biology demonstration teaching model that points to the understanding of the nature of science has significantly improved the students' understanding of science in the experimental class.The understanding of sexuality,empiricality,social and cultural embeddedness.Therefore,the implementation of argumentation teaching that points to the understanding of the nature of science in the high school biology curriculum can effectively promote the understanding of the nature of science in some dimensions.In addition,the students' view of the essence of science needs to be accumulated and penetrated slowly.