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The purpose of this study was to design and practice a series of the curriculum for “electrical appliances” classes incorporating dialogical argumentation learning and analyze the description of the student’s reflection worksheets by text mining, and improve classes based on their data analysis at the industrial department of an upper secondary school. Regarding the proposal of class improvement of interactive argument learning in the industrial department “electrical appliances,” which is the first research question, “metacognitive strategy” and “information literacy” were based on the knowledge obtained from the student’s reflection sheet. This paper was suggested an improvement in the lesson of incorporating dialogical argumentation learning focusing on. Regarding the examination of the reliability of the assessment criteria of “thinking, judgment and expressive abilities” in the industrial department, gaps between the student’s self-evaluation and the teacher’s assessment was examined. As a result, a certain degree of reliability was obtained.

dialogical argumentation learning; industrial department; student’s reflection; text mining; curriculum design