Application Of Evidence Reasoning And Model Cognition In Middle School Chemical Concept Teaching

The studyThe study of chemical concept in middle school plays an important role in middle school.No matter from the daily teaching,or in the high school entrance examination exercises,can see the shadow of the concept of chemistry.But some students have some problems in the process of learning chemical concepts,such as incorrect method of learning chemical concepts,and not active in the process of learning chemical concepts.Therefore,the author tries to help middle school students solve the difficulties in the process of learning chemical concepts based on evidence reasoning and model cognition.The main research content is: through consulting the relevant literature,to determine the research background,research status at home and abroad,research purposes and significance and research methods.Through literature review,this paper sorts out the related concepts,mainly sorts out the meaning of "evidence" and the types of "evidence",as well as the meaning of "reasoning" and the methods of "reasoning",and define the concept of "model cognition".The concept of chemistry in middle school is classified according to the related literature.Then,combining "Bloom's cognitive-discovery learning theory","meaningful learning theory" and "learning transfer theory",the application of "evidence reasoning and model cognition" in chemistry concept of middle school is expounded.Then,a questionnaire survey was carried out on the students' attitude to the concept of chemistry,the learning methods,the difficulties of the concept learning and the teachers' views on the teaching methods.And do data analysis,hope that the conclusions can provide a reference for teaching design.On the basis of expounding and explaining the process of instructional design and the content of instructional design,four teaching cases are designed.Using "the quantity of matter" and "the molar volume of gas" as teaching cases,the concept of definiteness chemistry is understood by students through the way of "evidential reasoning and model cognition",and the students learn to apply the concept of definiteness.The concept of concreteness takes "the exploration of Sodium Peroxide Chemical Property" as a teaching case,and promotes students to understand the chemical property of sodium peroxide by means of "evidence reasoning and model cognition",a chemical conceptual model of the properties of Sodium Peroxide.The abstract concept takes "hydrolysis of Salts" as the teaching case,promotes the students to know the origin of the abstract chemical concept of "hydrolysis of salts" through the way of "evidence reasoning and model cognition",and establishes the conceptual model of salt hydrolysis.In the practical stage of the project,I chose the definition concept of the first chapter of chemistry compulsory course in senior high school,and carried out teaching cases in two parallel classes.Control Class based on the order of the books on teaching,experimental class based on "evidence reasoning and model cognition" teaching design for teaching.After the implementation of the case,in the experimental class and the control class for the first chapter of the paper-and-pencil test,and in the form of interviews for the experimental class students.It is found that the teaching of "Chemical Concept Teaching" based on "evidence reasoning and model cognition" is helpful for students to master chemical concepts.Finally,the paper points out the deficiency of the research,And the prospect of "evidence-based reasoning and model cognition" to promote the study of "chemical concept" of middle school students.