A Practical Research On The Upbringing Of "Evidential Reasoning And Model Cognition" In High School Chemistry Teaching Based On Unit Teaching Design

The 2017 "High School Chemistry Curriculum Standards" proposed that the goal of chemistry discipline should be to develop core competencies.Evidence reasoning and model cognition as one of the dimensions,emphasizes the development of students’ application ability and thinking logic from the perspective of evidence awareness and modeling ideas.As an important discipline of chemistry thinking,scholars are attempting to find teaching strategies that can effectively promote students’ development of this literacy.Unit teaching advocates integrating teaching content and designing teaching processes from a holistic perspective,which is conducive to promoting students’ systematic mastery of knowledge and comprehensive development of abilities.It is an important way to implement students’ literacy in "evidence reasoning and model cognition".Therefore,the author attempts to improve students’ "evidence reasoning and model cognition" literacy through unit teaching design,thereby improving their learning effectiveness.Firstly,this study analyzes the current situation,concept definition,and relevant theoretical basis of unit teaching and "evidence reasoning and model cognition" through extensive literature review;Secondly,by using student survey questionnaires and offline interviews with teachers,we aim to understand the current application of unit teaching design in frontline teaching and the implementation of "evidence reasoning and model cognition" literacy.Based on questionnaire analysis and interview content,combining the tenet of unit teaching design,put forward teaching strategies that can sitmulate the literacy of "evidence reasoning and model cognition".On this basis,the unit teaching design and practice will be carried out taking "Chlorine and Chlorine Compounds" for instance,which is a compulsory course 1 of the High School Jiangsu Education Press.This exploration mainly compares and analyzes the changes in students’ learning interests and attitudes,the changes in "evidence reasoning ability and model cognition" ability,and the changes in academic performance through questionnaire data,exam scores,and student interviews.The data results indicate that the teaching practice of improving the development of "evidence reasoning and model cognition" literacy through unit teaching design has a significant effect on students’ development,manifested in: 1.Students’ learning interest has increased,they are more interested in learning chemistry,and their learning attitude is more focused;2.Students have enhanced their ability to infer evidence and recognize models in chemical problems,and have developed evidence awareness and modeling ideas to a certain extent;3.This practice has improved students’ academic achievements as well with ability to apply knowledge.