基于ADI教学模型培养高中生科学论证能力的教学实践研究.pdf

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contentwasselectedfortheinstructionaldesign,andcommunicationwascarriedoutwiththefirst-

lineteacherstomodifyandimprovetheteachingcases.Wewillcommunicatewithfirst-lineteach-

erstomodifyandimprovetheteachingcases.

Secondly,twoclassesofstudentsinthefirstgradeofahighschoolinBinhaiCounty,Jiangsu

Province,withnosignificantdifferenceinallaspects,wereselectedforteachingpracticeresearch;

TheexperimentalclasswastaughtusingADIandthecontrolclasswastaughtusingregularin-

struction;combinedwiththeresultsoftheinterviewswiththestudentsintheexperimentalclass,

apre-andpost-testwasconductedtoevaluatetheeffectivenessoftheapplicationoftheargumen-

tation-driveninquirymethodonthescientificargumentationskillsofthetestedstudents.

Theresearchconclusionsofthisthesisareasfollows:1)ThebiologyArgument-drivenIn-

quiry,whichpointstothedevelopmentofscientificargumentationability,canbeoptimizedinto

threeteachinglinks,namely,“constructingapreliminaryclaim-argumentationreflection-writing

areportandevaluatingit”;2)theimplementationoftheADIteachingmodelinthebiologyclass-

roomisbeneficialforfosteringstudents’scientificargumentationskills;3)enhancingstudents’

scientificargumentationproficiencyplaysacrucialroleinadvancingtheiroverallscientificargu-

mentationcapability.Thecultivationofstudents’scientificargumentationabilityisagradualpro-

cess.ToimprovetheefficacyofADIteachingendeavors,educatorsmayembracethesubsequent

pedagogicalrecommendations:1)payattentiontotheindividualdifferencesofstudents;2)in-

creasestudents’motivationtoparticipateinargumentationandinquiryactivities;3)givetimely

guidanceandfeedback.

KEYWORDS：Argument-drivenInquiry；Abilitytodemonstratescientifically；Highschool

biology

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