Research On Chemistry Teaching In Senior High School Based On Cultivating Students’ Quality Of "Evidence Reasoning And Model Cognition"

In January 2018,the Ministry of Education proclaimed "the Chemistry Curriculum Standard for General High Schools(2017Edition)",which states that the core literacy of the discipline refers to the educational goals to be achieved through the teaching of the subject.It includes the correct value concept,the essential character and the key competencies that students gradually form in the process of learning.The core literacy of high school chemistry includes five aspects: “cro and micro analysis”,“the ideas of changes and balance”,“evidence reasoning and model cognition”,“scientific inquiry and innovation consciousness”,“scientific attitude and social responsibility”.These five aspects involve the whole process of chemistry learning for high school students,each with its own emphasis and complementarity.Among them,"evidence reasoning and model cognition" literacy is the core of the thinking of chemical core literacy.Based on the research theory of "evidence reasoning and model cognition" literacy,writing instructional design and carring out teaching practice,and obtaining data from questionnaires and knowledge tests for analysis and research.First of all,through the literature,we can understand the current research status of core literacy and "evidence reasoning and model cognition",and put forward the research topic of this paper.Evidence reasoning and model cognition are proprietary vocabulary in the content of chemical core literacy,so the concept is specifically defined,including the concept,connotation and relationship between “evidence reasoning”and “model cognition”.Secondly,instructional design is compiled and practiced for the purpose of cultivating students’ "evidence reasoning and modelcognition" literacy.It includes a general overview of the cultivation of students’ literacy,an analysis of the knowledge points of mathematical model,conceptual model and element compound knowledge model involved in the chemistry of the middle school,writing instructional design and practicing in experimental class,and communicating feedback with students after class.Through the exchange with the experimental class and the control students,the experimental class students have better mastery of the new learning knowledge points than the control class,and have a stronger ability to expand the newly learned knowledge points.Finally,the pre-practice questionnaire,the results of the senior high school entrance examination and the post-practice knowledge test scores are analyzed.Through analysis,there is no significant difference in chemistry scores between the first two classes,and the interest in chemistry studies is generally low.After the practice,the students’ interest in learning has improved.The average score and excellent rate of the experimental class are higher than those of the control class.It shows that cultivating students’ "evidence reasoning and model cognition" literacy can improve the efficiency and the correct rate of students’ solving chemical problems to a certain extent.Evidence reasoning and model cognition as a way of thinking require a long process of cultivation.In this process,teachers need long-term penetration,and students need to independently analyze and judge the knowledge that they already acquired,understand the model connotation,construct a new model,and apply it to solve problems.With the implementation of the new curriculum standard 2017 more and more widely,the cultivation practice of student evidence reasoning and model cognitive literacy will be more and more.