Teaching Design And Practice Research Of Developing The Evidence Reasoning Literacy Of Senior High School Students Based On The Big Ideas Of Chemistry

The Chemistry Curriculum Standards for Ordinary High Schools(2017 edition 2020 Revised Edition)issued by the Ministry of Education of China emphasizes the formation of structured curriculum content with the subject ideas as the core to promote the implementation of the core quality of the discipline.As an important part of the core literacy of chemistry,"evidence reasoning" needs to be cultivated from various ways.Therefore,it is very necessary to understand the application status of the big ideas in high school chemistry teaching,put forward teaching strategies based on the big ideas,integrate teaching strategies into teaching design,and help students cultivate evidence awareness and reasoning ability.This paper collects and sorts out the research results of domestic and foreign scholars on big ideas and the essence of evidence reasoning research,the development and characteristics of the big ideas,the hierarchical structure are elaborated in more detail,the concept definition of big ideas and evidence reasoning is made,redividing the level of evidence reasoning literacy according to the curriculum standard,established the theoretical basis of this paper.A questionnaire survey on the current situation of the application of big ideas.The results show that teachers agree with the teaching ideas but it is difficult to implement it in practical teaching,some teachers are not accurately understand big ideas,traditional teaching methods are still adopted.Few students understand the teaching philosophy of big ideas,students still study chemistry at the level of improving their scores,unable to form scientific literacy.Based on the results of literature research and status investigation,the paper selects the ideas of chemistry,combine the real problem situation,design the learning tasks with various evidence,cultivate students’ reasoning thinking,and implement the teaching strategy of implementing the ideas of teaching,learning and evaluation.Based on the content of the ideas of "element composition and substance",and explore the nature and transformation of sulfur and its compounds from the perspective of "price-class".Taking the real problem as the situation,the teaching task to connect the knowledge to the "branch",including the nature of sulfur,the nature of sulfur dioxide,the nature of concentrated sulfuric acid and the transformation of various sulfur substances through inquiry activities,so as to develop students’thinking and accomplishment,help students establish the ideas of "element composition",learn to explore the essence of substances from the two dimensions of"price-class".The unit is divided into three class hours to carry out teaching practice,and use the unit test based on evidence reasoning for testing.Using statistical method on the measurement and analysis of teaching practice results,the results show that the experimental classes of chemistry scores,test overall scores and typical test scores are higher than the control class,after the analysis of exercises found that experimental class students in the corresponding evidence reasoning level of each dimension score is higher than the control class,based on the big ideas of teaching design to help students to knowledge structure,broaden the breadth of evidence reasoning,the cultivation of student evidence reasoning literacy has a positive role.