Research On Measurement And Assessment Of "Evidence-based Reasoning Competence" Level In High School Chemistry

Under the new round of curriculum reform,the ultimate goal of education has been changed to "train well-rounded people",and "students develop core qualities" has become the main goal and core content of China's education reform."Core accomplishment of chemistry" is an important part of high school students' development of core accomplishment and a concrete embodiment of their comprehensive quality.As one of the core qualities of chemistry discipline,evidential reasoning accomplishment is the external embodiment of the thinking mode of chemistry discipline and plays an important role in chemistry learning.It is of great theoretical and practical value to study the connotation and level description of high school chemistry "evidential reasoning"accomplishment and develop the assessment tool of "evidential reasoning"accomplishment level for measuring the status quo of high school chemistry "evidential reasoning'" accomplishment level and promoting the formation and development of students' discipline core accomplishment.The first and second chapters comb the relevant literature at home and abroad,and define the connotation of "evidentiary reasoning" accomplishment.The research starts from the concepts of "evidence","reasoning","accomplishment","academic quality standard" and so on,and holds that "evidential reasoning" is the reasoning based on objective facts,and the cognitive process of obtaining evidence and reasoning under specific circumstances.Based on the description of "evidential reasoning”literacy in the new curriculum standard,"evidential reasoning" literacy is defined as the key psychological characteristics that students need to acquire knowledge under specific circumstances and verify or falsify by reasoning,mainly including two related processes of "seeking evidence" and "reasoning".The third and fourth chapters focus on the development of "high school chemistry'evidential reasoning' literacy assessment tool".Research based on the new curriculum standard "evidence reasoning" literacy levels described in appendix,found that the quality level of judgment from the "type of evidence" and "reasoning level" two aspects of division and evaluation,with inorganic substances and the applications of the"common" the theme content to develop assessment tools as the research object,the concrete content includes "elements and material","redox reaction" and so on six core concepts,and on the basis of Rasch model to test the reliability and validity of evaluation tools and optimization.The literacy level of 378 high school students was evaluated by evidential reasoning,and the difference of literacy level was analyzed from the perspectives of grade,gender and academic performance.Empirical research shows that the development status of "evidentiary reasoning" literacy level of high school chemistry students is as follows:(1)The current high school chemistry "evidentiary reasoning" literacy level mainly reaches level 1 and level 2,and there is a certain gap with the requirements of level 4 of the grading test;(2)The quality level of evidential reasoning in high school chemistry increases with the grade.The higher the grade,the higher the level of evidential reasoning in the corresponding grade.(3)The development of high school chemistry"evidentiary reasoning" literacy level is not affected by gender factors;(4)The accomplishment level of evidential reasoning in high school chemistry is on the rise with the academic performance.The better the students' academic performance is,the higher the accomplishment level of evidential reasoning in high school chemistry is.(5)The interaction among grade,gender and academic performance affects the development of"evidential reasoning" literacy level in high school chemistry.Through the analysis of the test results,it is found that the literacy level of evidential reasoning in high school chemistry is relatively low,and most of the students stay at the low level of level 1 and level 2,and there is still a large room for improvement.In the course of "evidentiary reasoning",students have some problems such as insufficient evidence sources and ignoring quantitative evidence,and have not yet reached the basic requirements of the grade examination of chemistry academic level.Based on this,this study proposes teaching strategies such as reshaping classroom culture,selecting teaching contents,creating falsification situations,and constructing a literacy system,so as to realize the development of students' core discipline literacy,so as to provide useful reference for the teaching of new chemistry courses in high school.