| Reasoning ability is a significant thinking ability,which is the basis of students’further study and development.China has proposed the "core literacy" evaluation index in the "General High School Curriculum Program"(2017 edition).Among them,"Evidence-based Reasoning" has attracted much attention as an important component of the core literacy of chemistry subjects,and has become a hot spot in the field of education research.The high school stage is an important period for the development of students’thinking ability.The status of students’ evidence-based reasoning ability and how to train students’ evidence-based reasoning ability through the development of education and teaching are issues worthy of teachers and education researchers’ consideration and research.Based on the analysis of the characteristics of evidence-based reasoning in chemistry discipline,this study proposes the chemical evidence-based reasoning ability,combines existing research and related theoretical analysis,builds the model of chemical evidencebased reasoning ability,and develops the chemical evidence-based reasoning ability’s Assessment tools.Through actual surveys,we analyzed the level of chemical evidencebased reasoning ability of high school freshmen based on the three major themes of compulsory chemistry-the amount of substances,redox reactions,metal elements and their compounds when solving problems.Consequently,we provide some valuable reference and suggestions for front-line teachers and teaching and scientific researchers.The main contents of the study are as follows:(1)Analyze the research status of evidence-based reasoning at home and abroad through literature analysis,determine the urgent problems in the field of evidence-based reasoning through literature review,comprehensively study the practicality of education and teaching,and determine the content of this study.(2)Through literature research,we clarified the concepts of reasoning,scientific reasoning and evidence-based reasoning,analyzed the particularity of evidence reasoning to the chemistry subject,expounded the connotation of chemical evidence-based reasoning ability,and established the model of chemical evidence-based reasoning.According to existing research and related theoretical foundations,we classified the chemical evidence-based reasoning ability,laying a theoretical foundation for the subsequent research.(3)Based on the classification of chemical evidence-based reasoning ability,the subject matter of chemistry subject knowledge,and the content requirements of curriculum standards,an assessment tool was constmcted the Test of chemical evidence-based reasoning ability based on the three knowledge topics of "amount of matter,redox reaction,metal elements and their compounds".Through a sample test,the Rasch model is used for quality inspection,and the evaluation tools are revised and optimized according to the inspection results.(4)Three sets of revised volumes were used to test the chemical evidence-based reasoning ability of 540 senior students.The quality inspection through Rasch model shows that the reliability and validity of the revised volume is good.Divide the level of chemical evidence-based reasoning ability based on the test results,evaluate the level of chemical evidence-based reasoning ability of the freshman,and choose typical examples for evaluation based on the students’ answers.(5)The study draws the following five conclusions:Divide chemical evidence-based reasoning into four categories:macro direct reasoning,micro direct reasoning,macro indirect reasoning,and micro indirect reasoning,and the model of chemical evidencebased reasoning ability based on problem solving is established;the revised evaluation tools have good reliability and validity;most students’ chemical evidence-based reasoning ability is at a high level,and the students’ chemical evidence reasoning ability based on the theme of "metal elements and their compounds" needs to be improved;students at the same level also behave differently,mainly reflected in the ability to extract knowledge evidence;students’ evidence reasoning ability is mainly affected by the extraction of knowledge evidence and reasoning thinking.Based on the results of this study,four-point teaching suggestions are proposed,and reflections are made from three aspects:research methods,research content,and test questions. |
