Teaching Practice Research On Cultivating "Evidence Reasoning" Literacy Of Senior High School Students Based On Learning Progression Theory

The teaching design of “Quality Oriented" is beneficial to cultivate the students’ core literacy of chemistry,which increasingly becoming a hot topic among practical teachers.And the perspective of “evidential reasoning” is an important dimension of chemical core quality,which playing a crucial role in developing chemical core literacy of students.With the Learning Progression Theory coming into the sight of domestic experts and scholars in recent years,the importance of learning progression is recognized increasingly by teachers.Learning progression is believed to happen at all the time,meanwhile,students’ cognitive level is improving,both of them are coordinating.So,it was practical implications to study the promoting role with the teaching mode of exploring learning progression theory to students’ evidential reasoning literacy level.Combined learning progression with evidential reasoning literacy,the Grade Ten students in Harbin Sixty-four High School as experimental object,the progression beginning was confirmed according to teachers’ interviews,pre-test results of students questionnaire and the analysis of the teaching materials.Referred with the New Curriculum Standards and Academic Quality Level,four literacy levels were determined of evidential reasoning,and the framework of three-level advanced teaching mode was established.In the such two chapters as <Sodium and its Compounds> and<Chlorine and its Compounds>,which are from the compulsory course of“Elements in the sea water-Sodium and Chlorine”,the teaching activities were implemented that demonstrated learning progression improved the core literacy of evidential reasoning,used questionnaire surveys,paper and pencil tests,score analysis to examine the improvement of students’ evidential reasoning level.The results showed that the improvement of students’ evidential reasoning literacy could be promoted by integrating the learning progression into the evidential reasoning literacy,moreover,improving students’ academic performance to a certain extent.In the practice of teaching,the students’ abilities of extracting evidence and putting forward hypothesis(rank1)couldbe cultivated,which carried out by“Understanding and Extraction”from the first level of the “Three-Level Learning Progression”.The students’ abilities of collecting macroscopicmicroscopic evidence(rank2)and qualitative-quantitative evidence(rank3)were relatively developed by “Analysis and Inductive” form the second level of “Three-Level Learning Progression”.The students’ abilities of explaining the relationship between evidence and conclusion(rank4)was built by “Application and Transfer” form the third level.In this process,it was cleared up for the logical relationship of "material structure determines nature,and nature determines application",and the methodology of science learning was strengthened further by students.In the end of the paper,the shortcomings and improvement directions in the practice were presented by reflecting on the research and summarizing the whole process,which provided certain theoretical guidance for promoting students’ chemical evidential reasoning literacy on advanced teaching mode.