Research And Practice On Cultivating Senior High School Students’ Scientific Argumentation Ability Based On SNP Teaching Model

Scientific argumentation and model construction are two important cognitive practices in the field of science education,which have attracted the attention of many scholars around the world.SNP(Science Negotiation Pedagogy)teaching model is a kind of argumentation teaching model which integrates argumentation and modeling.Its teaching process attaches importance to the training of students’ scientific thinking,and meets the requirements of the development of the core literacy of biology.This study aims to explore the feasible ways of developing students’ scientific argumentation ability by applying SNP teaching model in senior high school biology teaching.Literature research,interview and educational experiment were used to carry out the following research:(1)Theoretical research:①Consulting relevant literature to understand the domestic and foreign research progress of argumentation teaching;② Sorting out the contents of senior high school biology compulsory textbook(Phoenix Education Publishing,2019),screening the teaching contents suitable for SNP teaching model,and respectively selecting"Composition and structure of plasma membrane"(constructing physical model),"Synthesis and transport process of secreted protein"(constructing conceptual model)and "Biocatalyst:enzyme"(constructing mathematical model)for teaching design.(2)Practice research:①Through semi-structured interviews,it is found that biology teachers in practice school have little understanding and application of argumentation teaching and its strategies,so it is necessary to improve teachers’ awareness of argumentation teaching;②Taking "Biocatalyst:enzyme" in compulsory course 1 as the teaching content,and selecting the students of two parallel classes with similar scientific argumentation ability in Grade One of this school to implement SNP teaching model(experimental class)and conventional teaching(control class)respectively.Using paper-and-pencil tests to examine students’ scientific argumentation ability before and after teaching,it is found that after the experiment,students’ scientific argumentation ability in experimental class is significantly improved than that in control class,and the number of students with high argumentation ability increased by 14.29%,while the number of students with low argumentation ability decreased by 11.43%.The four dimensions of students’ scientific argumentation ability(putting forward opinions,presenting evidence,reasoning and refuting)in the experimental class are all improved compared with those before the experiment,among which the ability of reasoning and refuting has been significantly improved(P<0.05),but students’ ability of"putting forward counter-arguments" has not been improved.③Based on the above research results,this paper puts forward the following suggestions for better applying SNP teaching model in biology teaching in senior high school:Guide students to construct argumentation with questions as the scaffold;Enrich background materials to provide modeling and argumentation basis for students;Attach importance to argumentation writing to help students reflect and improve.From the perspective of cultivating high school students’ scientific-argumentation ability,this study not only analyzes the application value of SNP teaching model and enriches the theoretical research of argumentation teaching,but also designs teaching cases and conducts empirical research based on SNP teaching model to explore effective ways to cultivate students’ scientific argumentation ability.The experimental results of this study can provide reference for middle school biology teachers and education researchers to apply SNP teaching model to carry out teaching and research.