Practice Research Of High School Biology SSI Teaching To Cultivate Students’ Argumentation Ability

Improving students’ argumentation ability has always been a vital issue in education circles.With the advancement of curriculum standard reform,the comprehensive interpretation of sociality and scientificity of scientific knowledge in the decision-making process of Socio-scientific Issues(SSI issues)makes Chinese science education research pay more attention to the teaching of SSI Issues,that is,SSI teaching.However,there is still a lack of empirical research on the impact of SSI teaching on students’ argumentation ability.Therefore,this study aims to explore whether the integration of SSI teaching into high school biology classroom is effective for the development of students’ argumentation ability,and whether there are differences in the degree of development between different dimensions.In order to explore how to effectively carry out SSI teaching to cultivate students’ argumentation ability,this study investigated the development status of argumentation ability of 157 students in the second grade of a middle school in Heilongjiang Province,and communicated with front-line teachers’ views and opinions on SSI teaching.The results show that the current students’ overall argumentation ability is low,and their ability to put forward counter-argument and refute is weak.The demonstration ability of students in the topic of scientific phenomena is better than that in the topic of scientific problems and the topic of scientific and technological products.The teachers interviewed all recognized the value of SSI issues in teaching,but teachers did not have a deep understanding of SSI teaching.According to the survey results,SSI teaching of high school biology students’ argumentative ability was constructed in this study.First,SSI teaching materials were excavated by adhering to the five screening principles of science,discipline,sociality,life and controversy.Secondly,it puts forward teaching implementation strategies to cultivate students’ argumentation ability in SSI teaching of high school biology,including five strategies: topic presentation,problem guidance,teaching evaluation,role playing and mind mapping.Thirdly,the SSI teaching implementation process was constructed,which was carried out in accordance with the steps of topic introduction,preliminary exploration,in-depth demonstration,summary and sublimation.The teaching design was carried out with the topic of "Evaluating the advantages and disadvantages of the application of hormone drugs" for human health and the topic of "Evaluating the advantages and disadvantages of the application of genetic engineering" for ecological environmental problems as the cases.The teaching practice results show that the experimental class students’ argumentation ability has been improved after a semester of SSI teaching to cultivate students’ argumentation ability,and the post-test performance of argumentation ability is significantly higher than that of the control class,showing a significant difference.Compared with the results measured before and after the demonstration ability of the control class,the demonstration ability of the experimental class improved significantly.Therefore,it is concluded that SSI teaching to cultivate students’ argumentation ability can improve the level of students’ argumentation ability and has a positive impact on the cultivation of students’ core literacy.This practical research also has some shortcomings: first,there are few objects of study,mainly teaching in grade two of high school,not involving grade one and grade three,so the representativeness is not strong enough;Second,the practice time is not long,and the improvement of students’ long-term argumentation ability is not significant;Third,lack of teaching experience,teaching practice is not enough.