Practice Research On Cultivating Students Scientific Thinking Based On PCRR Argumentation Model

Scientific thinking is regarded as one of the core qualities high school students should possess in General High School Biology Curriculum Standards(2017 Edition,2020 Revision).In order to train students to become citizens who adapt to future social development,foreign science education also emphasizes the cultivation of students’ thinking.Argumentative teaching introduces argumentative activities into science education classroom,which is one of the important ways to improve the quality of students’ thinking.Therefore,this study will carry out biology teaching practice activities in high school based on PCRR(Present,Critique,Reflect,Refine)argumentation teaching model,in order to cultivate students’ scientific thinking.Firstly,this study uses the method of literature analysis to sort out the concept and current situation of argumentation,argumentative teaching,scientific thinking,PCRR argumentation model related research,and determine the theoretical basis of the research.Then,through interviews to understand the development of argumentation teaching in practice school and analyzes the text of the High School Biology Compulsory Course(Ⅰ)“Molecules and Cells”module(2019 edition)textbook based on PCRR argumentation model to screen the teaching content suitable for the teaching of PCRR argumentation model.Finally,in grade One of the practice school,two classes with the same level of scientific thinking were selected for experimental exploration.During this period,the experimental group was taught by PCRR argumentation model,while the control group was taught by conventional teaching method.In practical research,the changes in the scientific thinking level of the experimental group and the control group before and after the experiment were mainly investigated.At the beginning and end of the experiment,paper test papers were used to measure the scientific thinking level of students,and then the experimental data was collected and analyzed.Through this study,the following conclusions can be drawn:(1)Teachers pay some attention to argumentative teaching and actively practice it,but it is still difficult to adopt argumentative teaching in teaching;(2)PCRR argumentation model has certain adaptability to the new version of high school biology teaching;(3)PCRR argumentation model can promote the improvement of students’ scientific thinking level.Based on this study,teachers can adopt the following suggestions in teaching to better use PCRR argumentation model to improve students’ scientific thinking level:(1)improve teachers’ theoretical literacy of logic;(2)Provide scaffolding for students to guide students to conduct scientific argumentation process;(3)Provide necessary argumentation materials for students in teaching;(4)Flexible use of PCRR argumentation model teaching.