Teaching Research On The Development Of "Evidential Reasoning And Model Cognition" Literacy Of High School Students Based On Project-Based Learning

Project-based learning has become an important supplement to traditional classroom teaching because of its great influence on classroom teaching and curriculum reform in many countries around the world.The implementation of project-based learning can not only help teachers deepen the teaching of basic subjects,but also contribute to the development of students’ core qualities.The core literacy of chemistry is expressed as the core literacy of chemistry,which can be divided into five levels,and "evidential reasoning and model cognition" is one of them.This core quality of chemistry requires students’ reasoning ability and awareness of evidence,the establishment and application of model thought,which can help students reveal the nature of chemistry and improve students’ ability and thinking development.After reading Chinese and foreign journal literature,listening to cutting-edge symposiums and other methods,the author chooses to start from the classic and popular teaching model of project-based learning,takes problem-driven tasks in real situations,combines the teaching model of project-based learning with the quality of "evidence reasoning and model cognition",and conducts research through teaching practice,in order to provide reference for project-based chemistry teaching in high school.First of all,on the basis of reading a large number of Chinese and foreign literature,this study understands the status quo and research background of project-based learning and core literacy of "evidential reasoning and model cognition" at home and abroad,and determines the purpose,content and method of this study.On the basis of constructivism learning theory,Dewey pragmatism theory,multiple intelligences theory and discovery learning theory,the concepts related to this paper are conceptually defined.Through interviews and questionnaires with teachers and students respectively,the application status of project-based learning in high school classrooms and the development of "evidential reasoning and model cognition" literacy are understood.This paper analyzes the content of "micro items" in the compulsory part of the new textbook of Luke Edition and its relationship with the core literacy,and excavates the great value of the column of "micro items" in the textbook.Based on the preliminary preparation work,the theoretical research and practical research are parallel,the project-based learning teaching mode is applied to the chemistry teaching of senior high school.The micro-projects of "iodine extraction from kelp and bromine extraction from seawater" and "Exploring the secret swelling agent" are selected for teaching design and teaching practice,and the teaching effects are tested according to the comparison of pre-test and post-test results,student interviews and other forms,and the research conclusions are drawn.Through the research,it is found that the project-based learning teaching mode is conducive to the significant improvement of experimental class performance,and promotes the improvement of students’ "evidential reasoning and model cognition".Through the analysis of students’ interview results,it is further proved that project-based classroom teaching is conducive to students’ mastery of chemistry subject knowledge and research methods,and is conducive to the development of students’ core literacy.