| Physics concepts occupy a core position in physics teaching.In recent years,with the exponential increase in the flow rate of information,higher requirements are put forward in the field of educational research not only on the depth of students’ concept understanding,but also on the basis of student-oriented,to promote the improvement of scientific thinking.Scientific argumentation is an important component of scientific thinking.Curriculum standards have more specific requirements on the cultivation of scientific argumentation ability,and first-line teaching has gradually enhanced the cultivation research of this ability.However,in the actual teaching environment,there exists a separation between concept understanding and ability cultivation.Therefore,this study will start from two aspects of "concept understanding" and "scientific demonstration ability cultivation",and focus on "How to promote students’ understanding of scientific concepts in the environment of demonstration teaching".Based on the "problem-based instructional design" proposed by Richard I.Rends,a scientific argumentation teaching model integrating PCRR(argumentation teaching model)and conceptual understanding is constructed to enhance students’ argumentation awareness and improve their scientific argumentation ability and conceptual understanding.Therefore,this study focuses on the following four aspects:I.Literature review: On the one hand: to understand the research status of scientific demonstration at home and abroad from the three aspects of "demonstration model","demonstration teaching model" and "scientific demonstration ability assessment";on the other hand: to understand the research status of concept understanding at home and abroad from the two aspects of "core concept" and "concept transformation".Through the analysis of the current situation of the two,the teaching model of promoting conceptual understanding demonstration is determined.2.Investigation: This study adopts questionnaire survey and interview method to investigate the tendency of scientific argumentation ability of sophomore high school students and the implementation of argumentation teaching.Through the analysis of the two survey results,it is found that most of the sophomore students are inclined to scientific argument.40.95% of the students believe that argumentativeness helps to consolidate basic knowledge and improve critical thinking ability,but 35.34% of the students avoid argumentativeness for fear of peers’ opinions.Classroom habits need to be improved further.Teachers also hope that based on a teaching model combined with the actual situation,reasonable question guidance and teaching design can promote the improvement of students’ argumentation ability while strengthening the in-depth understanding of physics concepts.This lays a foundation for the construction and implementation of the integrated demonstration teaching model.3.Theoretical construction: Theoretical discussion mainly includes two aspects: PCRR demonstration teaching model and concept understanding.The demonstration teaching model of PCRR mainly includes four aspects: presentation,criticism,reflection and evaluation;Each stage of argumentation corresponds to three dimensional conceptual understanding dimensions:knowledge structure,thinking structure,explicit behavior;And the four stages correspond to different levels of concept understanding: fact level,understanding level,principle level and model level.The concept understanding and argumentation ability are integrated to construct argumentation teaching model.Take "Total Reflection of light" and "Series circuit and parallel circuit" as the case of teaching design.4.Practical research: In this study,two parallel classes in grade two of high school were selected to test the effectiveness of the teaching model.The experimental class implemented the demonstration teaching case design integrating PCRR demonstration teaching model and concept understanding,while the control class adopted the traditional teaching case design.The test scale before and after the concept understanding level and scientific demonstration ability was prepared,and the following conclusions were obtained by analyzing the test data:(1)In the implementation of this demonstration teaching model,students’ ability to collect evidence is the most obvious improvement,followed by their ability to refute,and their ability to analyze problems reflected in the refutation process is also improved to a certain extent(2)Abstractness of physical concepts determines the progressive state of concept understanding process.Under the implementation of this demonstration teaching model,the improvement of fact level is the most obvious,and the understanding level of other concepts also has a small increase,indicating that this teaching model has a certain role in promoting students’ concept understanding.(3)Problem-based teaching design The rational use of lessons in practical teaching can improve the efficiency of classroom teaching,effectively stimulate students’ enthusiasm for learning and improve students’ learning quality. |
