Redox Teaching Research Based On Evidence-based Reasoning And Model Cognition ——Take The Primary Battery As An Example

In today’s information age,the competition of comprehensive national strength among countries is becoming increasingly fierce.Chemistry is an important foundation of many science and technology,which is closely related to economic development and social civilization.The competition between countries is actually the competition of talents,and the cultivation of talents depends on education.Developing students’ core accomplishment has become the key content of current education reform.Evidential reasoning and model cognition are important components of scientific core literacy,and scientific ideas are formed by means of evidential reasoning and model cognition.High school chemistry curriculum is set up to form the core quality of chemistry as the theme,based on the needs of students to adapt to modern life and social development.Therefore,it is of great significance to carry out teaching research under the theme of "evidential reasoning and REDOX response of model cognition".This paper takes the development of students’ evidentiary reasoning and model cognition as the starting point,expounds the theoretical basis and core concepts of the research,and investigates the existing problems of evidentiary reasoning and model cognition in current chemistry teaching in high school.According to the characteristics of REDOX reaction knowledge,galvanic cell knowledge was integrated into evidential reasoning and model cognitive process;the teaching program is designed by combining them organically;and constructs the "creation life situation,enhances the study interest","explores the inner connection,consummates the knowledge system","establishes the evidence model,enhances the analysis ability","the group cooperation inquiry,cultivates the team consciousness" the teaching strategy;teaching practice has been carried out.Through the analysis of the teaching practice results,the following teaching results are obtained :（1）Improve the students’ sense of participation in class and learning enthusiasm;（2）Cultivate students’ learning habits of actively finding and thinking about problems;（3）It helps students understand the nature of REDOX reaction;（4）Improve students’ logical analysis ability;（5）Cultivate students’ ability of unity and cooperation.The paper is divided into four parts:Part one: Clarify the research background,sort out the research status,elaborate the research purpose and significance,and determine the research method.Part two: Analyze and define the theoretical basis and related concepts supporting this research.Part three: Through teacher interview and student questionnaire survey,find out the existing problems in current chemistry teaching.Part four: According to the characteristics of REDOX reaction knowledge,the process of evidential reasoning and model cognition was constructed,the teaching procedures were designed and the teaching strategies were formulated;according to the established teaching principles,carry out teaching practice and analyze teaching effects.Through the research on the teaching theory and practice of REDOX reaction based on evidence reasoning and model cognition,the research conclusions are drawn :（1）To help students improve the REDOX reaction knowledge system;（2）Promoted the logical thinking ability of students;（3）Promoted the development of evidential reasoning and model cognitive literacy;（4）Improved the basic task of "moral education" teaching methods and education methods.