| Scientific argumentation ability is not only an important part of scientific literacy,but also the requirement of the development of science education."Biology Curriculum Standards for Senior High School(The 2017 edition was revised in 2020)" put forward requirements for argumentation in various aspects such as curriculum objectives and academic requirements,and in today’s society,scientific argumentation has long been applied in our life and work.Therefore,adopting argumentation-driven teaching methods to guide high school biology courses can not only cultivate students’ basic knowledge of biology,but also enhance their scientific thinking,which is crucial for promoting social progress.Through systematic investigation and in-depth discussion,this study summarizes the development process of demonstration models at home and abroad,defines the concepts of scientific demonstration,scientific demonstration ability and argumentative teaching,and determines the relevant theoretical basis.At the same time,PCRR model,the research focus of this paper,is introduced and analyzed in detail,and the teaching case design is carried out by taking part of the content of Genetics and Evolution,the second compulsory biology course of human education edition.In the practical stage,two classes of senior one of M high school in this region are selected as the experimental class and the control class.The control class uses the conventional teaching mode,while the experimental class carries out demonstrative teaching based on the PCRR model,adopts the educational experiment method,the questionnaire survey method and combines various assessment tools to conduct teaching practice on the research problems,and analyzes the results after practice.Analysis of the research results shows that:After three months of teaching practice,(1)the experimental class’ s learning interest in biology,unit concept test scores and scientific demonstration ability were significantly higher than the level before the teaching practice research;(2)There are significant differences between the experimental class and the control class in biology learning interest,unit concept test results and scientific demonstration ability,the experimental class is significantly higher than the control class in these three aspects of ability;(3)Students agree with and like the teaching practice of PCRR model in compulsory course 2Heredity and Evolution,which can promote students’ learning enthusiasm;(4)The application of demonstration teaching in high school biology in this region is insufficient.The conclusions are as follows:(1)Using PCRR model can stimulate students’ interest in biology;(2)PCRR model can promote students’ understanding and construction of biological concepts;(3)PCRR model can improve students’ scientific argumentation ability,logical thinking and deduction ability;(4)The demonstration teaching strategy of PCRR model can be widely applied to the teaching of Genetics and Evolution;(5)The argumentative teaching process of PCRR model should be continuous;(6)It is necessary to strengthen the training and guidance of demonstrative teaching for senior high school biology teachers in the region.Finally,through reflection,some suggestions are put forward for the demonstration teaching based on the PCRR model:(1)when conducting demonstration teaching based on the PCRR model,it is necessary to set up appropriate topics and arguments in combination with the students’ knowledge experience and cognitive level;(2)When organizing students’ argumentation,discuss in groups to combine different types of students and promote their communication and cooperation;(3)PCRR model can be used in and out of class to flexibly organize the demonstration process;(4)It can be used in a certain link or the whole In the teaching process,the PCRR model is repeatedly used for demonstration,which improves teaching efficiency and breaks through teaching difficulties;(5)Various methods and standards can be used to evaluate the effectiveness of demonstration teaching. |
PDF Full Text Request