【摘要】 将科学论证引入课堂教学的目的在于让学生体验类似科学家经历的论证过程，并在此过程中理解科学概念和科学本质，实现科学思维与实践能力的发展。但在实际教学中，“重要素轻知识”“重结论轻过程”“重传授轻协商”的“伪论证”现象层出不穷，科学论证面临认知性、认识性和社会性多重特征的缺位。科学论证的概念分歧与理性失调，评价标准对实践的裹挟以及教师教学惯习的束缚，是“伪论证”现象频繁出现的主要原因。为推动科学论证回归本真，迫切需要从科学实践的视域理解论证的意义，构建科学论证概念框架，创设真实的科学论证环境，同时寻求教师“在行动中反思”的可行路径。更多还原

【Abstract】 Scientific argumentation in classroom is intended to allow students to engage in practice akin to that of scientists. Through this, they can grasp scientific concepts and the nature of science, develop scientific thinking and practice ability. However, in teaching practice, a phenomenon as pseudo-argumentation has deluged which prioritizes “elements over knowledge” “conclusions over process” and “instruction over negotiation”. Scientific argumentation lacks crucial characteristics, including epistemic, cognitive, and social attributes. Instances of conceptual disagreement and rational dissonance within scientific argumentation, coupled with the entrapment of evaluation standards within practical applications and the constraints resulting from teachers’ pedagogical routines, are the main reasons for the frequent emergence of the phenomenon of “pseudo-argumentation”. To reinstate scientific argumentation’s authenticity, it’s crucial to grasp its importance through scientific practice, devise a conceptual framework, establish an authentic argumentation environment, and explore reflective teaching methods.更多还原