Research On The Construction Of High School Biology Dynamic Classroom Based On Argumentative Teaching Method

It is an urgent task for the current biology teaching reform to promote the classroom transformation and build a classroom conducive to the development of students’ literacy.It is also a challenge of the new era in front of front-line teachers.As a kind of classroom with multiple objectives,scientific and efficient,independent and open,"dynamic classroom" is one of the optional strategies for classroom transformation.Argumentative teaching method is considered to be a teaching method that can not only cultivate students’ core quality of discipline,but also help students build knowledge.It is expected to create a classroom full of vitality by introducing it into the biology class of senior high school.The purpose of this study is to build a high school biology dynamic classroom based on the argumentative teaching method.In order to explore the feasible ways to build a high school biology vitality classroom based on argumentative teaching method,this study firstly used the literature research method to sort out the research status of vitality classroom and argumentative teaching method respectively,and summed up the relevant concepts,characteristic elements and theoretical basis and other basic theories.On this basis,it finds out the fit point between argumentative teaching method and dynamic classroom construction,and discusses the internal relation between them.Secondly,questionnaire survey and interview survey were used to investigate and analyze the current situation of the construction of biology vitality classroom and the application of argumentation teaching method in high school,and the opinions and suggestions of teachers and students were widely collected.Then,according to the literature research and collected information,this paper puts forward the practical strategy of constructing the dynamic classroom based on argumentative teaching in senior biology class.Finally,appropriate content is selected and teaching design is carried out in Compulsory Course 1 of Senior High School Biology Scholar Teaching Edition.Two rounds of action research are carried out.Classroom observation method and classroom thinking participation survey are used as tools to verify the effectiveness of the proposed strategies.The results show that there are still obstacles to stimulate the vitality of high school biology classes,such as the theory of "dynamic classroom" and the argumentative teaching method need to be popularized,and the single and outdated teaching methods are not conducive to the improvement of classroom vitality.In order to solve the above problems,the strategy of building high school biology active classroom with argumentative teaching method as the carrier was proposed,and the teaching design and implementation were carried out.The results of action research showed that: from the perspective of thinking participation,students’ thinking participation in class was significantly improved after using the argumentative teaching method based on dynamic classroom teaching design(P<0.05);According to the classroom observation results,students’ learning autonomy and the scientific nature of the classroom have also been improved.Moreover,by comparing the data of the first round of teaching and the second round of teaching and the results of classroom observation,it can be seen that the optimized supplementary strategy can further stimulate students’ thinking vitality(P<0.05),help students to clarify their thoughts,and make the classroom more scientific and efficient.In short,argumentative teaching method can effectively stimulate students’ thinking vitality,improve class thinking participation,help build high school biology vitality classroom,and provide new methods and ideas for the building of high school biology vitality classroom.