Research On The Construction And Application Of Evaluation Index System For The Core Literacy Of "Evidence Reasoning And Model Cognition"

The"Curriculum Standards for High School Chemistry（2017 Edition,2020 Revision）"have condensed the five core literacys of the chemistry discipline."Evidence reasoning and model cognition",as the thinking core of the core literacy of the chemistry discipline,is the key literacy for cultivating students’logical thinking based on evidence reasoning and argumentation,using models to explain chemical phenomena,establishing models,and applying models to solve complex problems.It is also one of the main contents to evaluate the effectiveness of implementing core literacys in the field of chemistry.A scientific and reasonable evaluation index system can effectively guide frontline teachers to evaluate and promote the development of students’core literacys in chemistry.Therefore,it is imperative to construct a scientific and reasonable"evidence reasoning and model cognition"evaluation index system.This research explains the internal relationship between the two qualities of"evidential reasoning"and"model cognition",based on the constructivist learning theory and Bloom’s Taxonomy theory of educational goals,with reference to the General High School Chemistry Curriculum Standards（2017Edition,2020 Revision）and 3×3 subject capability elements such as relevant literature,initially constructed the evaluation index of"evidence reasoning and model cognition",carried out five rounds of expert validity surveys using the Delphi method method,revised and improved the evaluation index,and finally determined the evaluation index system of"evidence reasoning and model cognition";With Redox as the carrier,the"evidence reasoning and model cognition"assessment tool based on Redox was developed according to the evaluation index system.The paper and pencil test method was used to test the quality of the assessment tool for 103 senior high school students in a city of B in S province;Based on the developed evaluation tool,a total of 207students of different class types in the school were measured and analyzed using SPSS25.0 and Excel software to statistically analyze the current status and reasons of the"evidence reasoning and model cognition"literacy level of high school students,in order to verify the scientific and universal nature of the evaluation index system;Finally,the evaluation index system and evaluation results were used to identify the key and difficult points in cultivating the"evidence reasoning and model cognition"literacy of first year high school students,providing ideas for teachers to evaluate students’literacy.Research has shown that:First,the evaluation indicator system constructed includes three first level evaluation indicators,namely,"learning and understanding evidence and models","application and practice evidence and models","migration and innovation evidence and models",six second level evaluation indicators and18 level performance indicators,namely,"collecting classified evidence","understanding and understanding models","Immediate inference demonstration","using analytical models","indirect reasoning demonstration",and"constructing optimization models".Secondly,the reliability,validity,average difficulty,and average discrimination of the developed evaluation tool were 0.83,0.84,0.67,and0.37,respectively,which meet the requirements of Statistical level.The evaluation tool is reliable.Thirdly,the overall level of"evidence reasoning and model cognition"among first year high school students in a city of B in S province is mainly concentrated at the B₂₁level.The key class students’"evidence reasoning and model cognition"are at the C₁₁level,while the regular class students are at the B₂₁level.There are significant differences in the evaluation indicators and performance levels of"evidence reasoning and model cognition"among different students at all levels,and the literacy level of key class students is higher than that of ordinary class students.Fourthly,the focus of cultivating the"Evidence Reasoning and Model Cognition"literacy of first year high school students in a city of B in S province is different.Key classes should focus on cultivating C₁₁and C₁₂levels,while regular classes should cultivate B₂₁and B₂₂levels.The training difficulties are all the same,namely C₂₁and C₂₂levels.Based on the above research conclusions,some specific and feasible methods and suggestions are provided for frontline chemistry teachers to evaluate and cultivate students’level of"evidence reasoning and model cognition".