University Chemistry ›› 2021, Vol. 36 ›› Issue (7): 2009076.doi: 10.3866/PKU.DXHX202009076

Special Issue: 教学理念和方法改革

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Research and Practice of Implementing Argumentation during the Course of "Chemical Pedagogy" in Normal University

Yang Deng(), Wenjuan Guan   

  • Received:2020-09-30 Accepted:2020-10-26 Published:2020-11-26
  • Contact: Yang Deng


Argumentation is a kind of teaching mode which can increase students' learning initiative and improve teaching effects. In view of the current situations that teachers dominate the implementation of the course of "chemistry pedagogy" in normal universities, and the lack of students' participation in classroom, the argumentation tasks were carefully designed and implemented based on three aspects of pre-class preparation, classroom argumentation, and after-class reflection and evaluation. According to the analysis of the students' written argumentation revisions and students' performances during the final exam of the course, it could be concluded that the implementation of argumentation was of great values in improving the teaching effects of the course of "chemistry pedagogy", especially in improving normal school students' understanding of chemical education theoretical issues.

Key words: The course of "chemistry pedagogy", Argumentation implementing, Teaching effect


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