Research On The Practice Of Demonstrative Teaching In Senior High School Biology Based On SSI

With the increasing international attention to science education,developing students’ scientific thinking and scientific inquiry ability has become an important goal of science education.Argumentative teaching allows students to personally experience the process of scientists discovering problems and putting forward propositions,and revising and perfecting propositions after questioning,refuting and handling.It is an important method to cultivate and develop students’ scientific thinking and scientific inquiry ability,and is also one of the research hotspots in science education at present.Selecting appropriate argumentation materials is the premise of carrying out argumentation teaching effectively.Based on the characteristics of social science issues(SSI),such as sociality,openness and ethics,which are suitable for argumentation materials,this paper intends to explore the general model of effective argumentation teaching based on SSI as argumentation materials in high school biology teaching,so as to better cultivate students’ argumentation ability and further improve students’ core literacy in biology.In this study,teacher questionnaire survey was adopted to understand the current high school biology teachers’ views on argumentative teaching and its application status.On the basis of previous theoretical research,a general model of argumentative teaching based on SSI was constructed according to Toulmin’s argumentative model: The teacher presents SSI materials in the textbook,creates argumentation scenarios,assigns tasks to students to analyze and collect relevant materials after class;In the formal argumentation process,students are the main body to carry out the argumentation process,which includes analyzing materials,proposing opinions and opinions,clarifying reasons,and providing evidence support,If other students have different opinions,it is necessary to question and refute them by searching for evidence.During this process,teachers should guide students to group according to their claims,collaborate within groups to argue,and conduct scientific argumentation between groups to carry out argumentative teaching practices based on SSI;The SSI material suitable for demonstrative teaching model is screened out by taking the module "Molecules and Cells",a compulsory biology course in high school,as an example.Two parallel classes in grade one of the practice school are selected as experimental class and control class for quasi-experimental study.The experimental class adopts argumentation teaching mode,while the control class adopts conventional lecturing teaching mode.The learning performance,learning interest and argumentation ability of the two classes before and after the teaching practice are compared.The results showed that:(1)After using the argumentation teaching model based on SSI materials,students in the experimental class had higher learning interest and argumentation ability than those in the control class,and the difference was statistically significant(P<0.05);But students’ academic performance did not improve significantly(P>0.05);(2)Interviews with students after teaching practice show that students have a high degree of recognition of argumentative teaching model and the selection of SSI as argumentative materials in argumentative teaching.The research shows that the demonstration teaching based on SSI materials in high school biology teaching can effectively improve students’ interest in biology learning and enhance students’ demonstration ability.Therefore,it is feasible to use SSI materials to carry out demonstrative teaching in high school biology teaching,hoping to provide some reference for front-line biology teachers.