Research On Chemistry Experiment Teaching To Promote The Evidence Reasoning Ability Of High School Students

In the era of precise and complex data,more and more new requirements are put forward in the specification of talent cultivation,such as "quality education","core accomplishment","all-energy talents" and "effective learning",etc.All of these goals can be achieved through the cultivation of students' inquiry awareness and logical reasoning ability.Cases based on core literacy teaching,pay attention to the student knowledge acquisition way of guiding and students' autonomous learning and the cultivation of the forensics process and influence,and it is of great significance to the improvement of students' inner accomplishment and ability.The research of this subject is mainly based on theoretical analysis and practical teaching,which can be found in the teaching evaluation of the level of evidence reasoning that students have and the level of ability that students are going to reach.Widely used in daily teaching,the teachers taught in the traditional sense of the law,pay attention to recite and ignore experiment,pay attention to the memory and ignore evidence and reasoning,is not conducive to the cultivation of the students' inner accomplishment and the development,to explore and study interest,can also lead to bad grades,lack of academic ability,etc.Reading about ordinary high school chemistry curriculum standards(2017 edition),and a large number of literature periodicals,after learning to the teaching of a line of analysis,the author designed a suitable for high school chemical experiment teaching model,teaching of basic process is: establishment situation,ask questions to students guess,the presupposition,plan analysis,group discussion and independent experiment,to verify authenticity/historical data support,come to the conclusion and evaluation feedback,communication improvement,teachers just play the role of leader,pay attention to exert students' subjective initiative,the use of flexible teaching model,to establish the experimental teaching system.Based on the above analysis,the author 49 th 5 middle schools in shijiazhuang city,hebei province as the research object,carries on the preliminary experiment in high school chemistry textbook.Schools are required a.Will do the experiments as the study of the carrier,to develop the students' ability of evidence reasoning as the main purpose to develop specific teaching practice,through a series of experimental teaching to improve students' level of evidence reasoning ability.After more than half a semester of teaching practice draws the following conclusion: evidence reasoning mode of chemistry experiment teaching model can mobilize students' learning enthusiasm and improve the students' active participation,is helpful for students to change the way students learn to develop in the direction of more in-depth,havecertain help to student's academic performance,the most important is to promote students' effective evidence reasoning ability and consciousness.However,due to the limited ability of the author,there are some problems in teaching practice and questionnaire design.In addition,the author has limited internship time and small sample size,which may lead to incomplete experimental conclusion,and only hope to provide some references for the research on the cultivation of students' abilities in all aspects.