Research On Discourse Analysis And Level Characteristics In High School Chemistry Class From The Perspective Of Evidence-Based Reasoning

The promulgation of the new curriculum standards has opened the new era of China's basic education chemistry course teaching reform.Developing students' core quality of subjects has become the banner and symbol of this reform.The quality of "evidence-based reasoning" is one of the core qualities of chemistry,which plays an important role in scientific learning and human development.However,the existing research on "evidence-based reasoning " literacy in China mainly focuses on the discussion of connotation and evaluation research,and seldom pays attention to chemistry classroom.Whether teachers can connect chemistry knowledge with evidential reasoning accomplishment through teaching activities in chemistry class is related to whether the accomplishment of evidential reasoning can be successfully implemented.Based on the characteristics of high school chemistry class in China,this study analyzes the classroom discourse of high school chemistry class from the perspective of "evidence-based reasoning ".Firstly,by combing the literature and combining the existing theoretical research and empirical research basis,the discourse analysis framework of high school chemistry evidence reasoning classroom and the SOLO level analysis framework of" evidence-based reasoning " were determined.Then,the discourse of teachers and students is divided into reasoning units,and the discourse of high school chemistry class is analyzed from two aspects of" evidence-based reasoning " discourse content and " evidence-based reasoning" level.On the basis of quantification,it is illustrated with examples in class.In the analysis of "evidence-based reasoning" classroom discourse content,it is mainly carried out from three parts:teacher discourse content,student discourse content and teacher-student interaction discourse content.In the analysis of the level of "evidence-based reasoning ",it is carried out from two parts:normal class and excellent class.To answer the following research questions.1.What is the content of" evidence-based reasoning " in high school chemistry class discourse?What are the characteristics of teachers' and students'" evidence-based reasoning " classroom discourse content?What is the mode of teacher-student discourse transformation?2.What is the level of evidential reasoning shown by students in high school chemistry class discourse?How to improve students' quality of evidential reasoning in class?Through the research,it is found that the current high school chemistry class discourse involving " evidence-based reasoning " literacy has the following characteristics:First,the content of students' " evidence-based reasoning " discourse is closely related to the content of teachers' discourse.Second,the discourse content of " evidence-based reasoning " in high school chemistry class is single and generally revolves around viewpoints.Third,students showed a low level of " evidence-based reasoning " literacy,in U,M level.Finally,in view of the present high school class "evidence-based reasoning "quality development,put forward the high school chemistry classroom " evidence-based reasoning"literacy,the cultivation of the Suggestions.First,to improve the understanding of the connotation of "evidential reasoning" literacy,improve the literacy level of teachers and students;second,to expand the scope of chemistry knowledge of students,increase the channels for students to obtain evidence;third,to improve the literacy level of "evidential reasoning" by using high-quality classroom dialogue.