Research On The Effect Of Argumentation-based Teaching On Cultivating Students' Scientific Inquiry Abilit

The Ministry of Education Incorporated scientific inquiry into the core literacy of biology discipline in the biology curriculum standard for senior high schools formulated in 2017,and pointed out in the teaching suggestions that the key to implementing the core literacy of biology discipline is to let students explore,communicate and take the initiative to learn in the problem situation created by teachers.Argumentation-oriented teaching refers to the process of transforming argumentation from scientific field to teaching and allowing students to explore in class like scientists.It is a teaching mode of developing thinking and deepening scientific understanding at the same time.Argumentation-oriented teaching is different from the previous formal inquiry activities,but encourages students to find,deduce,experiment and query from the perspective of scientists.In this process,it can not only effectively develop core literacy,but also stimulate students’ creativity,About the potential educational value contained in argumentation-oriented teaching.More and more educators focus on the application of argumentation-oriented teaching.However,most of the current research focuses on the research of argumentation-oriented teaching on students’ argumentation ability and scientific thinking.This research aims to explore the impact of argumentation-oriented teaching on the development of students’ scientific inquiry ability,This paper makes an empirical study on whether argumentation-oriented teaching can improve students’ scientific inquiry ability.Firstly,it introduces the research background from the development needs of society,curriculum and students,and classifies the research status at home and abroad.On this basis,it determines the research purpose,significance,ideas and methods,defines and explains the concepts of argumentation-oriented teaching and scientific inquiry ability.Secondly,a questionnaire is designed to carry out relevant investigations in Jining area.On the basis of understanding the actual situation,combined with the current demonstrative teaching model at home and abroad,and according to the two classifications of experiment and non experiment,the argumentation-oriented teaching process in line with the current teaching situation is designed,and the relevant cases are designed.Finally,the argumentation-oriented teaching is applied to the high school classroom,and two parallel classes in grade one are used as the experimental class and the control class for practical research.Before teaching practice,take the students’ first monthly test results and the work sheet of the water loss and water absorption of plant cells as the students’ pre-test results and pre-test of scientific inquiry ability.During the assessment of scientific inquiry ability,the students’ six sub abilities of observation and asking questions,conjecture and hypothesis,designing inquiry scheme,implementation scheme,inquiry results,expression,communication and reflection are assessed according to the PAT form.In teaching practice,the experimental class adopts argumentation-oriented teaching and the control class adopts conventional teaching.After the practice,the final grade of students and the work sheet of green and old leaves of spinach are used as the post-test of students’ results and scientific inquiry ability,The data were analyzed by Manny-Whitney U test and independent sample t test using spss21.0 software.The results show that argumentation-oriented teaching can promote students’ achievement and scientific inquiry ability,and effectively improve students’ three sub abilities: conjecture and hypothesis,design inquiry scheme and inquiry result.