A Practical Study Of High School Chemistry Teaching Based On "Evidence Reasoning" Literacy

With the promulgation and implementation of the "General High School Chemistry Curriculum Standard(2017)"(referred to as the new curriculum standard),how to improve students’ core literacy has attracted much attention.The new curriculum standard clearly stipulates the five dimensions of the core quality of chemistry discipline.As an important part of the core quality of chemistry,the quality of "evidence reasoning" is of great significance to the development of students’ scientific thinking ability.Therefore,in actual teaching,teachers should pay attention to the cultivation of students’ "evidential reasoning" literacy.But how should the quality of "evidential reasoning" be implemented in practical teaching? Compared with the traditional teaching method,is the teaching practice based on "evidential reasoning" literacy more conducive to cultivating students’ "evidential reasoning" literacy? What is the effect of improving students’ quality? This study intends to answer the above three questions through teaching practice research.The main work of this paper is divided into the following aspects:The first part is the first and second chapters of the paper.The first chapter summarizes the research background and relevant research results at home and abroad on the premise of reading a large number of documents,and then clarifies the content and methods of this study.The second chapter defines the relevant concepts of "evidential reasoning" and introduces the educational theoretical basis related to the research process.The second aspect: In the third chapter of the paper,the current situation of "evidential reasoning" is investigated for teachers and students.This section takes some senior high school chemistry teachers in Province A and students from two parallel classes in Senior One as the research objects.It uses a questionnaire survey to understand teachers’ understanding of issues related to "evidential reasoning" literacy,and surveys the current situation of students’ "evidential reasoning" abilities from four dimensions.It is found that students’ existing "evidential reasoning" abilities are at a relatively low level.The third aspect: the fourth chapter of the paper,combined with the analysis of the results of the questionnaire,proposes teaching strategies,draws up teaching research ideas and carries out teaching practice.In the way of experimental class and control class,the teaching practice based on "evidential reasoning" literacy is carried out in the experimental class,and the traditional teaching is carried out in the control class,with two class hours of "concentrated sulfuric acid" and "nature of ammonia" selected for demonstration.The fourth aspect: The fifth chapter of the paper is the research of teaching practice evaluation.The author prepares the post-test questions,carries out a paper-and-pencil test on the students of the two classes,compares the post-test data of the students of the two classes,and finds that there are significant differences.Combined with the interview analysis of some students in the experimental class,the author verifies the effectiveness of the teaching practice in developing the students’ "evidential reasoning" literacy.The fifth aspect: In the sixth chapter of the paper,the author summarizes and prospects the practice research of senior high school chemistry teaching based on "evidential reasoning" literacy,and puts forward some suggestions.