| The rapid development of today’s society demands more and more talents,and in order to meet the requirements of social development and implement the fundamental task of establishing moral education,students must be trained with the character and key competencies needed to adapt to lifelong development and social development.The National Unified Examination Syllabus(General Syllabus)for Admission to Higher Education in 2018 states that the examination will involve four levels of essential knowledge,key competencies,subject literacy and core values,and the ability to reason and argue with evidence is one of the key competencies in high school chemistry,emphasizing the development of students’ ability to collect evidence,analyze and summarize and reason and argue,which is at the center of many chemistry subject competency elements.It has been found that the situation of senior students’ evidence reasoning and argumentation ability is less than satisfactory,and how to improve students’ evidence reasoning and argumentation ability is a problem we need to solve as teachers.This paper is divided into seven parts: the first part introduces the background,task,current situation,significance,method and idea of the study,which belongs to the introductory part;the second part deals with the definition and theoretical basis of the concepts of real situations,problem chains,key competencies and evidential reasoning and argumentative ability;the third part aims to investigate the current situation of senior students in evidential reasoning and argumentative ability and analyze the results of the pre-test;the fourth part The fourth part is to investigate the principles and strategies of instructional design based on real situations and problem chains,and to conduct instructional design and teaching practice based on real situations and problem chains for the three unit topics of Redox Reactions,Iron and Ferrous Salts and Ethanol;the fifth part of this paper tests the results of the post-test and analyzes the results;the sixth part of this paper draws the conclusions and innovations of this paper;the last part,points out The final part of the paper points out the shortcomings of the study and further prospects.The study shows that the experimental class scored significantly better than the control class in terms of overall evidential reasoning and argumentation ability,which indicates that the teaching method based on real-life situations and problem chains can improve students’ evidential reasoning and argumentation ability.At the same time,students in the experimental class were significantly better than the control class in terms of learning initiative,motivation and classroom interaction,and they also showed stronger problem analysis and solution skills.Therefore,the teaching method based on real situations and problem chains is effective and feasible to improve students’ evidence-based reasoning and argumentation skills.Finally,the author reflects on the problems and shortcomings in the practical study and provides an outlook on future research on teaching and learning based on authentic contexts and problem chains to improve students’ evidence-based reasoning and argumentation skills. |
