Research On Senior High School Chemistry Teaching Oriented To The Core Competence Of “evidence Reasoning And Model Cognition”

With the continuous development of global social economy,the original education model is more and more difficult to meet the increasingly diverse social needs.In order to cultivate talents who meet the needs of social development,countries around the world are actively exploring new education models.In recent years,core competence education has gradually become the consensus of international education.Its purpose is to cultivate students' ability to adapt to the future social development to meet social needs.In September 2016,the official promulgation of "core competence development of Chinese students" marks the new stage of core competence education in China.In order to implement the core competence of students' development,each subject puts forward the corresponding core competence.As one of the five dimensions of chemistry core competence,"evidence reasoning and model cognition" is the thinking and method of learning chemistry,which plays an important role in middle school chemistry.However,compared with the current theoretical research of core competence,there are not many practical researches that put the core competence of "evidence reasoning and model cognition" into middle school chemistry classroom.Therefore,it is necessary to construct a teaching strategy based on the core competence of "evidence reasoning and model cognition",combining with the high school chemistry related content.Based on the literature review of core competence research,this study designed a questionnaire about the formation of core competence of senior high school teachers and students.The results show that most of the teachers and students just pay attention to the teaching and accumulation of chemical knowledge,little attention to the development of personality and competence;most of the chemical teachers lack of in-depth understanding of the core competence of "evidence reasoning and model cognition";many students are interested in classroom teaching based on the core competence of "evidence reasoning and model cognition".Based on the above understanding,combined with constructivism learning theory,multiple intelligence theory and inquiry learning theory,this paper analyzes the teaching principles based on the core competence of "evidence reasoning and modelcognition",that is,scientific principle,process principle,acceptability principle and the principle of linking theory with practice,and puts forward the teaching strategies that point to the core competence of "evidence reasoning and model cognition",that is create situations,raise questions,collect evidence,analyze reasoning,practice exploration,preliminary modeling,solve problems,revise models,reflect on communication,and evaluate models.In order to test the effectiveness and feasibility of the above-mentioned teaching principles and strategies,two parallel classes,17 and 18,were selected as the research objects for nearly one semester of teaching practice.In the whole research process,questionnaire survey,unified examination and after-school interview were used to collect data,focusing on the formation of students' chemical learning interest,evidence reasoning and model cognition core competence and the change of learning performance.The results show that the constructed teaching strategy can stimulate students' interest in chemistry learning,cultivate students' awareness of evidence and modeling,improve students' ability of analytical reasoning and modeling,and help students to implement the core competence of "evidence reasoning and model cognition".Due to the limitation of practice time and my teaching level,the teaching strategy and practice conclusion need to be further improved in the future teaching practice.