二十一世纪以来，培养具有科学素养的公民成为各国教育的重要目标。科学论证能力作为科学素养的关键抓手，受到了国际科学教育研究者的广泛关注。很多国家明确提出将 科学论证作为科学教育的重要部分。然而，目前我国在小学科学论证能力的培养方面存在较多问题，课堂缺少基于真实情境的论证环境，学生真正在探究中展开论证的机会比较少。
     在对国内外文献梳理研究的基础上，本研究首先分析了项目化学习与 ADI 模式（the Argument-Driven Inquiry，简称 ADI）融合的必要性与可行性，并构建出融合 ADI 模式的 项目化学习教学模式；其次，就构建的教学模式以及传统项目化学习模式进行了教学活动 设计；最后，以北京市某区某小学 40 名四年级学生为研究对象，通过准实验的研究方法对 比两种模式下的教学活动对学生科学论证能力以及科学论证倾向性的影响有何不同。

本研究发现：（1）在融合 ADI 模式的项目化学习活动与传统项目化学习教学活动中，学生的科学论证能力以及科学论证倾向性整体上都有明显的提升，但前者对学生科学论证 能力与科学论证倾向性的提升更为显著。（2）两种模式下学生的科学论证能力在提出主张、 提出证据、提出反驳和提出支持性证据上都有提升，但融合 ADI 模式的项目化学习教学活 动对学生科学论证能力的四个维度提升作用更为显著。其中，融合 ADI 模式的项目化学习 教学活动对学生提出主张、提出证据与提出反驳三个维度的提升作用更强，促进提出支持 性证据的作用相对弱一些。

本研究阐述了我国小学科学论证能力培养中存在的主要问题，构建了融合  ADI  模式的项目化学习教学模式，基于本研究构建的教学模式进行了小学科学教学活动设计，并在此 基础上比较其与传统项目化学习对小学生科学论证能力以及科学论证倾向性的影响效果， 为小学科学课堂的科学论证教学提供了实际案例和策略支持。

In the 21st century, cultivating citizens with scientific literacy has become an important goal of education in various countries. As the key to scientific literacy, scientific argumentation ability has been widely concerned by international science education researchers. Many countries clearly put forward that scientific argumentation is an important part of science education. However, at present, there are many problems in the cultivation of scientific argumentation ability in primary schools in our country. There is a lack of argumentation environment based on the real situations in the classroom, and there are few opportunities for students to carry out argumentation in the process of exploration.
     Based on the literature review at home and abroad, this study first analyzes the necessity and feasibility of the integration of project-based learning and Adi mode, and constructs a project- based learning teaching mode integrating ADI mode; Secondly, it designs the teaching activities of the constructed teaching mode and the traditional project-based learning mode; Finally, taking 40 fourth grade students from a primary school in a district of Beijing as the research object, this paper compares the  influence of the  two  modes of teaching  activities on  students' scientific argumentation ability and scientific argumentation tendency.

The findings of this study are as follows: (1) in the integration of project-based learning activities of ADI mode and traditional project-based learning teaching activities, students' scientific argumentation ability and scientific argumentation tendency are significantly improved on the whole. However, the integration of ADI mode of project-based learning teaching activities improves students' scientific argumentation ability and scientific argumentation tendency more significantly. (2) under the two modes, students' scientific argumentation ability is improved in the aspects of a proposition, evidence, refutation and supporting evidence, However, the integration of the ADI mode of project-based learning teaching activities has a more significant effect on the four dimensions of students' scientific argumentation ability. Among them, the integration of ADI mode of project-based learning teaching activities has a stronger promotion effect on the three dimensions of students' proposition, evidence and refutation, while the promotion effect of supporting evidence is relatively weak.

This study expounds the main problems existing in the cultivation of scientific argumentation ability in primary schools in China, constructs a project-based learning teaching mode integrating ADI mode, designs primary school science teaching activities based on the teaching mode constructed in this study, and on this basis compares the effect of traditional project-based learning on primary school students' scientific argumentation ability and scientific argumentation tendency, It provides practical cases and strategic support for the teaching of scientific argumentation in the primary school science classroom.