科学论证能力能够帮助学生在进行科学实践时运用多种证据进行推理从而得到科学的观点，是科学素养的重要组成部分。学生批判性思维、科学推理能力、科学探究能力以及合作问题解决能力的提升，都离不开科学论证能力的发展。因此，当前的科学教育越来越重视对学生科学论证能力的培养。

本论文经过系统的文献综述，将科学论证能力与促进科学论证的学习支架研究做了系统总结。研究指出，小学生参与科学论证面临一定挑战，需要学习支架来支撑。因此本研究以提升科学论证能力为目标，聚焦于提供全面系统且更有效的支架组合，提出了以下研究问题：如何基于科学论证能力的内涵与特征，设计科学系统的学习支架与有效的使用策略，以实现小学生科学论证能力的提升？

本论文通过对现有文献的比较分析，提出了提升小学生科学论证能力的学习支架设计框架（enhance primary students' Scientific Argumentation Ability -Learning Scaffolding Design Framework，简称SAA-LSDF），指导了本论文中SAA-LS学习支架的设计与实施。选择在小学五年级开展准实验研究验证其效果，并基于这些支架如何更有效地提升科学论证能力开展研究，自变量为是否提供学习支架和支架的使用策略，因变量为科学论证能力，通过测试题进行测量。

本论文的研究结论如下：（1）研究提出的理论框架能指导学习支架目标与类型组织设计，该框架将目标导向支架设计和分布式支架的系统化组织相结合，创新发展了支架设计理论；（2）研究设计的学习支架能够有效提升小学生的科学论证能力，该套支架完全符合科学论证能力的认知和元认知发展要求，类型多元、系统且互补地分布在科学论证课堂中为学生的科学论证实践提供支持，验证了SAA-LSDF框架的有效性；（3）认知与元认知支架的组合策略比单独使用认知支架的策略对科学论证能力提升效果更好，显著体现在理由维度，强调了支持元认知活动对提高小学生对科学论证的深层次理解的重要性。本论文设计了有效的SAA-LSDF框架，框架指导设计的学习支架促进了小学生科学论证能力的提升，丰富了科学论证能力培养的理论研究和实践参考。未来，可持续聚焦于使用不同的支架策略提升小学生的科学论证能力，选择不同论证主题，开展针对不同年级的基于SAA-LSDF框架的实证研究，在更多样的实践中验证框架的普适性与有效性，不断丰富和修正框架内容。

Scientific argumentation ability can help students use a variety of evidence to reason and get scientific claims in scientific practice. It is an important part of scientific literacy. It is of great value for students to improve their critical thinking, scientific reasoning ability, scientific inquiry ability and cooperative problem solving ability. Therefore, the current science education pays more and more attention to the cultivation of students ' scientific argumentation ability.

Through systematic literature review, this paper makes a systematic summary of the research on the ability of scientific argumentation and the learning scaffolds to promote scientific argumentation. The study points out that primary school students ' participation in scientific argumentation faces certain challenges and needs to be supported by learning scaffolds. Therefore, in order to improve the ability of scientific argumentation, this study focuses on providing a comprehensive, systematic and more effective combination of scaffolds, and puts forward the following research question: How to design a scientific and systematic learning scaffold and effective use strategy based on the connotation and characteristics of scientific argumentation ability, so as to improve the scientific argumentation ability of primary school students?

Through the comparative analysis of the existing literature, this paper proposes “enhance primary students' Scientific Argumentation Ability-Learning Scaffolding Design Framework” (SAA-LSDF), which guides the design and implementation of SAA-LS in this paper. The quasi-experimental study was carried out in the fifth grade of primary school to verify its effect, and based on how these scaffolds can more effectively improve the ability of scientific argumentation, the independent variable was whether to provide learning scaffolds and the use strategy of learning scaffolds, and the dependent variable was the ability of scientific argumentation, which was measured by scientific argumentation test questions.

The research conclusions of this paper are as follows: (1) The theoretical framework proposed in this study can guide the learning of scaffold goal and type organization design. This framework combines goal-oriented scaffold design with systematic organization of distributed scaffolds, and innovatively develops scaffold design theory. (2) The learning scaffold designed in this study can effectively improve the scientific argumentation ability of primary school students. This set of scaffolds fully meets the cognitive and metacognitive development requirements of scientific argumentation ability, and is distributed in the scientific argumentation classroom in a diversified, systematic and complementary manner to provide support for students ' scientific argumentation practice. (3) The combination strategy of cognitive and metacognitive scaffolding is better than the strategy of using cognitive scaffolding alone to improve the ability of scientific argumentation, which is significantly reflected in the reason dimension, emphasizing the importance of supporting metacognitive activities to improve primary school students ' deep understanding of scientific argumentation. This paper designs an effective SAA-LSDF framework. The learning scaffold guided by the framework promotes the improvement of primary school students ' scientific argumentation ability, and enriches the theoretical research and practical reference of scientific argumentation ability training. In the future, sustainability will focus on using different scaffolding strategies to improve the scientific argumentation ability of primary school students, selecting different argumentation topics, carrying out empirical research based on SAA-LSDF framework for different grades, verifying the universality and effectiveness of the framework in more diverse practices, and constantly enriching and revising the content of the framework.