An Implementation Study Of Evidentiary Reasoning And Model Cognitive Literacy In High School Chemistry Teaching

If education is prosperous,the country is prosperous,and how much investment a country has in education cannot be overstated.Since the reform and opening up,China’s economy is developing rapidly,the country’s demand for all kinds of talents is increasing,the majority of students only continue to improve their comprehensive quality,in order to better serve the society,serve the country.The education of students in schools accounts for a large part of their own development,and the guiding role of teachers is particularly prominent.As the navigator of students’ development and growth,what kind of people to cultivate and how to cultivate people are very important.To this end,the Ministry of Education updated and issued the "General High School Chemistry Curriculum Standards(2017 Edition)"(hereinafter referred to as the "New Curriculum Standards")clearly stipulates that students’ core literacy in chemistry should be improved,among which the development of students’ evidence awareness reflects the importance of evidentiary reasoning and model cognition,and also requires students to know the essential characteristics and internal logic of studying things,to learn to look at problems dialectically,to dare to question,to learn to reason and hypothesize,and finally to explain the phenomenon through models and other methods.Reveal the nature and laws of phenomena.In this thesis,evidence reasoning and model cognitive literacy are integrated into the teaching design of high school chemistry from the perspective of core literacy,and the chemistry learning of high school students at the practice base is used as the research object.The main research process of this thesis includes: first,consulting relevant literature to investigate the current situation of evidence reasoning and model cognitive literacy cultivation of middle school students;second,summarizing the principles,methods and basic teaching design processes of integrating evidence reasoning and model cognitive literacy cultivation into high school chemistry classroom teaching according to the literature and survey results;third,selecting representative chapters in high school chemistry textbooks for case design and analysis of practical results.The research content consists of the following six parts: Part Ⅰ,which reviews the significance of this study from the perspective of core literacy,and puts forward research design ideas on the basis of research on evidence reasoning and model cognitive literacy cultivation at home and abroad;Part II: Investigate the infiltration and integration and cultivation of evidence reasoning and model cognitive literacy in high school chemistry teaching;Part III:Investigate the infiltration status of evidence reasoning and model cognitive literacy cultivation in middle school chemistry teaching;Part IV: Research on the general flow of principles,strategies,methods and instructional design for integrating evidentiary reasoning and model cognitive literacy cultivation into high school chemistry teaching;Part V: Cases of cultivating the application of evidentiary reasoning and model cognitive literacy in high school chemistry teaching;Part VI: Using SPSS20.0 software to analyze and process data and draw conclusions.Studies have shown that through the cultivation of evidence reasoning and model cognitive literacy in chemistry teaching,students can master chemical knowledge,cultivate chemical learning thinking,and develop good habits,while the cultivation of evidence reasoning and model cognitive literacy also has a great effect on the cultivation of students’ thinking attitudes.