Research On The Evidence Reasoning Ability Of High School Students In The Study Of Chemical Concept Principles

In 2003,the Ministry of Education promulgated curriculum plans and standards for senior high schools,which guided the practice of senior high school curriculum reform for more than 10 years.However,due to the needs of social development,the Ministry of Education carried out a new round of curriculum reform in 2013.In 2017,it promulgated the "Standards for Senior High School Chemistry Curriculum(Draft for Opinions)" and put forward the core literacy of evidence reasoning in chemistry disciplines,which is based on evidence.The ability of reasoning has always occupied a dominant position in the reform of science education.As a high-order thinking ability,it is an indispensable key ability in the process of analysis,speculation,problem solving and scientific inquiry.In order to implement the core literacy of chemistry subject in curriculum standards,especially to cultivate students’ awareness and ability of evidential reasoning,this paper investigates the current situation of reasoning ability in senior high school students’ learning of chemical concepts and principles.By combing the literature at home and abroad,this paper defines the concept of evidential reasoning ability,summarizes the elements of evidential reasoning ability and the types of chemical reasoning.This paper summarizes the reasoning tasks and types in different topics of chemical concepts and principles,summarizes the reasoning ideas and perspectives,and constructs the model of evidential reasoning ability in high school chemical concepts and principles.This model is used to compile test questions,and to test the students of science classes of senior three in three schools of different levels in Shenyang.The reliability and validity of the test papers are tested by Rasch model.Then the development level of evidence reasoning ability of senior high school students in the study of chemical concepts and principles is analyzed by Rasch model data analysis,and the students’ answers are analyzed,so as to find out the problems existing in students’ reasoning.。 Finally,according to the existing problems,this paper puts forward the corresponding teaching strategies and illustrates them by using teaching design.