Scientific Argumentation Teaching:Connotation,Dilemma and Breakthrough—A Systematic Review Based on 71 Foreign Literatures
This study adopts the method of systematic review,sorts out the relevant foreign literatures on scientific argumentation teaching in the past 30 years,and deeply analyzes the connotation,predicament and breakthrough of scientific argumentation and its teaching.Scientific argumentation has both personal attributes,social attributes,and scientific attributes.It is a discourse process in which scientific propositions are put forward based on scientific evidence and scientific reasoning,and different scientific propositions are selected and criticized to achieve scientific consensus.Scientific argumentation teaching is a process in which students put forward their propositions based on evidence and reasoning in the classroom environment like scientists,and social construction of scientific knowledge is carried out through dialogue in uncertain situations.The dilemma of scientific argumentation teaching mainly exists in teachers'teaching,students'learning and classroom discourse.In order to break through the predicament of scientific argumentation teaching,scientific argumentation teaching must be systematic practical,teachers'teaching methods must be diversified and personalized,and teachers'and students'discourse power must be equal and holistic.