Analysis Of Chemistry Test Questions In 2021 College Entrance Examination And Research On Teaching Practice Based On "Evidence Reasoning And Model Cognition"

With the development of a new round of college entrance examination reform,all provinces across the country have gradually joined the ranks of the new college entrance examination.The principle of the new college entrance examination proposition points out that it is necessary to focus on examining the core literacy of students’ disciplines,and "evidence reasoning and model cognition" is the core thinking core of the core literacy of chemistry,and its cultivation helps students form ideas and methods of chemical disciplines Therefore,analyzing college entrance examination chemistry questions based on "evidence reasoning and model cognition" will be helpful for teachers to deeply grasp the situation of "evidence reasoning and model cognition" in college entrance examination chemistry questions,and will improve teachers’ awareness of "evidence reasoning and model cognition" for students.In this paper,the research status of evidence reasoning and model cognition literacy was focused on at home and abroad,including the characteristics of the test questions of "evidence reasoning and model cognition" in the college entrance examination chemistry,the high school students’ cognition and application of "evidence reasoning and model cognition" literacy,the teaching strategies and teaching effects of cultivating students’ "evidence reasoning and model cognition" literacy.The research was carried out by literature research method,statistical analysis method,questionnaire survey method,interview method,case analysis method and classroom observation method.Through research and practice,it is found that,based on the literacy of "evidential reasoning and model cognition",the chemistry test questions of college entrance examination in 2021 in many provinces is analyzed in this paper,and the characteristics of the test questions of "evidence reasoning and model cognition" literacy in college entrance examination are summarized mainly including: relying on the chemical model and paying attention to the migration ability of subject information;taking the real situation as the carrier to highlight the practical value of the chemical discipline;and evaluating the understanding of chemical knowledge based on evidential reasoning.The cognition and application of senior high school students’ "evidence reasoning and model cognition" are investigated and analyzed.The survey results show that the current high school students have weak awareness of evidence reasoning and model building ability,and this literacy needs to be improved.In addition,interviews are conducted with front-line teachers,and the analysis of the interview results show that the implementation of “evidence reasoning and model cognition” literacy in the classroom need to be improved.On the basis of the above,four reasonable and effective teaching strategies are proposed: focusing on scientific and technological innovation achievements,creating situations to integrate into teaching;Strengthen information literacy and promote the development of evidence reasoning ability;enriching chemical models and promoting the development of model cognitive ability;consolidating the basic knowledge of disciplines,and guiding teaching to return to teaching materials.Through the practical teaching of high school chemistry classrooms,it is found that these teaching strategies have a positive effect on the cultivation of students ’“evidence reasoning and model cognition” literacy and provide a little reference for the classroom teaching of high school chemistry front-line teachers.