Research On Improving Students' Reasoning Quality Of Chemical Evidence

With the advent of curriculum reform in the 21 st century,education tends to be internationalized,and cultivating students' core qualities has become a hot issue of concern in Chinese education.The core quality of chemistry serving core qualities is an important foundation for learning chemistry.Chemical evidence reasoning literacy is part of the content of chemical core literacy.As an important component of chemical core literacy,it has chemical value and educational value.Chemical evidence reasoning literacy can help students to effectively deal with evidence,infer knowledge,experience the process,visualize “organic chemistry,material structure and other micro-chemical knowledge”,accelerate students' understanding,and improve students' chemical knowledge level.In terms of educating people,evidence reasoning can help students experience the internal logic and change of thinking process,and develop the ability to solve problems.It is an important literacy for students' personal development,future life,and life-long learning.Therefore,it is particularly important to study the teaching of cultivating evidence reasoning literacy.This article through the analysis of literature,questionnaire survey and interview methods of individual students to improve students' reasoning literacy of chemical evidence for research purposes,the main contents of the study are as follows.Firstly,based on the introduction of the core curriculum in the chemistry curriculum standards,this paper analyzes and summarizes the contents of the quality of reasoning literacy in chemical evidence,the development level of evidence reasoning literacy,and the quality standard of evidence reasoning literacy.The four aspects of combing evidence reasoning are the connotation of evidence reasoning,the structure of evidence reasoning,the principle of evidence reasoning,and the significance of evidence reasoning literacy.Secondly,on the basis of clarifying the content of evidential reasoning literacy,students from three high schools in a certain two schools in Fujian were selected to investigate the true situation of student evidence reasoning literacy.From the student's performance perspective,data analysis was conducted using the dimensions of cognition,question type,school,and gender.It is found that in the process of chemistry learning,high school students have weak awareness of evidential reasoning and lack of effective cognition of chemical evidence reasoning,and according to the status quo investigation,the corresponding teaching suggestions are given.Thirdly,based on the analysis of the correlative contents of reasoning literacy of chemical evidence and the investigation and analysis of the status quo of high school students' evidence reasoning literacy,aiming at improving the students' evidentiary reasoning literacy,the key points of teaching design are pointed out:The contents of the teaching materials are excavated,the goals are clear,and teaching principles are observed.Then according to the key of curriculum standards and instructional design,enumerate two partial case studies.Finally,the paper summarizes and reflects on the article,and considers the deficiencies of this article and the content that can be studied in depth.