Practice Research Of Argument-Driven Teaching Based On PCRR Model In High School Chemistry Class

In the context of the development of international science education,China’s basic education curriculum begins to pay attention to the development of students’ core literacy.Evidence and reasoning ability literacy have been mentioned in the newly revised curriculum standards of many subjects,and their cultivation has been widely concerned.In order to improve students’ ability of scientific demonstration,foreign scholars have studied a variety of demonstration teaching models,such as Tuermin model,ADI model,SWH model,PCRR model and so on.This study chooses PCRR(Present-Critique-Reflect-Refine)model as the theoretical basis to carry out the practice of argumentation teaching in high school chemistry.PCRR model is a circular demonstration model.Taking Y High School in Zhejiang Province as an example,this study mainly focuses on three questions:What is the research status of scientific argumentation ability and argumentative teaching at home and abroad?What is the level of scientific argumentation ability of high school students?Can PCRR model be effectively applied to chemistry teaching and improve students’ability of scientific argumentation?This study is mainly divided into six parts:The first part is the introduction:expounds the background of this research,the research status,research problems,research significance and ideas of argumentative teaching at home and abroad.The second part is the core concept and theoretical basis:through sorting and summarizing domestic and foreign literature,it defines the concepts of argumentation,scientific argumentation,scientific argumentation ability and argumentative teaching.This paper briefly introduces the earliest Toulmin theoretical model,especially the PCRR theoretical model,and compares it with the new ADI model.The third part is the research design:the introduction of the research object,purpose,content and methods,detailed development of research tools.Among them,the pre-test questionnaire of scientific argumentation ability and evaluation standard of scientific argumentation ability are adopted in existing research tools.The post-test questionnaire task of scientific demonstration ability is designed by the author,and the reliability of the questionnaire is tested by test and interview.In order to ensure the objectivity of the evaluation,the rater reliability analysis was also carried out.The fourth part is the investigation of the current situation of scientific scientific argumentation ability of senior high school students:167 students of Y high school were investigated by questionnaire and the current situation of scientific scientific argumentation ability of senior high school students was analyzed.The fifth part is the teaching practice research based on PCRR model:after fully analyzing the specific links and characteristics of PCRR model,the concept and principle knowledge of "Chemical Reaction Rate and Chemical Equilibrium" is selected for teaching practice.The corresponding applicability of each class content and PCRR model in the project was analyzed,and the scientific argumentation of key class hours was demonstrated,in order to provide examples for the practice of PCRR model by front-line teachers.After the practice,a post-test questionnaire was used to test the experimental class and the control class,and the test results were compared and analyzed.The effectiveness of PCRR model in improving students’ scientific demonstration ability was demonstrated by combining with student interviews.The sixth part is research reflection and prospect.The conclusions of this study are as follows:1.At present,the scientific demonstration ability of Y high school students is still at a low level.More than 70%of the students are at a low level.The performance of the claim sub-ability is fair,but the ability of evidence,reason and disproof are all at a low level.2.PCRR model is suitable for the teaching of chemical concepts and principles.The knowledge of chemical concept and principle belongs to spiral knowledge and is suitable for cyclic learning and revision.When applying THE PCRR model,the author suggests that the chemistry concept class should be arranged in a long-term discontinuous cycle;The chemical law class carries on the single class hour advanced cycle design.3.PCRR model can effectively improve the scientific demonstration ability of senior high school students.After the teaching practice,the post-test results of the experimental class and the control class showed that the total demonstration ability of the experimental class was significantly different from that of the control class,and the level of the experimental class was significantly higher than that of the control class.In addition to little change in the level of assertion ability,other sub-abilities have been significantly improved.By investigating and analyzing the level of argumentation ability of senior high school students in this area,this paper concludes the necessity of teaching intervention in argumentation ability.The PCRR model is used as the teaching model to carry out teaching practice,and the comparison between the pre-test and post-test and the experimental class and the control class is used as the analysis basis to explore the effectiveness of PCRR model in improving students’ scientific demonstration ability.It is hoped to pave the way for the application of PCRR model in domestic high school chemistry teaching.