Research On The Teaching Mode Of Junior High School Chemistry Experiment Based On Evidence-based Reasoning

With the release of the new high school chemistry curriculum standards,the development of students’ subject core literacy has become the direction of chemistry teaching reform.Since the development of core literacy is a gradual process,how to gradually develop students’ subject core literacy from junior middle school is a problem worth studying.Experiment is the characteristic of chemistry teaching,students can explore the evidence from multiple angles and multidimensional degrees in chemistry experiment,and draw conclusions,which is beneficial to develop students’ evidence reasoning ability of chemistry core accomplishment.This study adopts literature method,test method,case analysis method and other research methods,taking junior middle school students as the research object and junior middle school chemistry experiment teaching mode as the research content,to explore the experimental teaching mode of cultivating students’ evidentiary reasoning ability in class.It mainly includes three parts:Research 1:Theoretical study of evidential reasoning.This study divides evidentiary reasoning into inductive reasoning,analogical reasoning and deductive reasoning by reviewing and analyzing relevant literature.Research 2:Experimental teaching design based on "evidential reasoning" in junior middle school.Based on scientific knowledge and constructivism theory,establish the chemistry experiment teaching mode of junior middle school based on"evidential reasoning" type:Inductive reasoning teaching model,analogical reasoning teaching model and deductive reasoning teaching model,and choose "law of conservation of mass","atomic structure" and "carbon dioxide laboratory" as different reasoning types of research cases,compile different teaching design,to provide materials for subsequent teaching experiments.Research 3:Teaching practice research of experimental teaching based on"evidential reasoning" in junior middle school.In order to explore the influence of experimental teaching mode based on evidential reasoning on the evidential reasoning ability of junior middle school students,this teaching practice takes two parallel classes of grade nine in a middle school in Suzhou city as the research object.As to research in 2 different experiment teaching mode in teaching practice,after practice to the students before and after test must divided into "evidence reasoning ability index,the scores were quantitatively by SPSS statistical analysis,and through the students of the volume after the test shown in the subjective topic qualitative inspection of the thinking process of experimental results.And came to the following conclusions:(1)According to the study of the nature of science,students’ evidentiary reasoning can be divided into different types,namely inductive reasoning,analogical reasoning and deductive reasoning.(2)According to the difference of evidential reasoning,different teaching modes can be constructed.(3)Through the practice of the experimental teaching mode based on evidential reasoning,it is proved that the three experimental teaching modes are effective in improving the evidential reasoning ability of junior high school students.The teaching under this mode is beneficial to cultivate students’ evidence consciousness and reasoning ability.Among them,the improvement of inductive reasoning and analogical reasoning is more obvious,but deductive reasoning is not obvious,which is not easy to show in pen-and-paper test.