Research On Teaching Strategies Of Evidence Reasoning And Model Cognitive Literacy Cultivation

The core literacy of chemistry has become a hot topic in domestic and foreign research,and “evidence reasoning and model cognition” is one of the core literacy components of chemistry.Its cultivation helps students to form the unique ideas and methods of chemistry.This paper reviews the research status of core literacy and evidence reasoning and model cognitive literacy at home and abroad.Combined with the requirements of the general high school chemistry curriculum standards,based on the data of questionnaire survey,the author understands the status quo of high school students' evidence reasoning and model cognitive literacy,and proposes to cultivate Student evidence reasoning and model cognitive literacy teaching strategies,and use teaching strategies to carry out classroom teaching activities.This study validates the implementation effect of the teaching strategy through classroom observation and student interviews during practice,and uses local teaching case analysis to demonstrate how to implement teaching strategies in material structure and nature teaching.This paper is divided into five parts:The first part is the introduction.This part is based on the review of relevant research literature at home and abroad,and expounds the background,purpose and practical significance,ideas and methods of this research.The analysis summarizes the research status of core literacy and evidence reasoning and model cognitive literacy at home and abroad.The second part is related concepts and theoretical basis.This part expounds the related concepts involved in the research,and at the same time seeks theoretical support for cultivating students' evidence reasoning and model cognitive literacy.This study is based on constructivist theory,deep learning theory and lifelong education theory.This part is the theoretical cornerstone of the research and has a fundamental significance for this research.The third part is to conduct a questionnaire survey on the status quo of high school students' evidence reasoning and model cognitive literacy,and use Excel statistical survey data to analyze the situation of student evidence reasoning and model cognitive literacy and the affected factors.The results of the survey indicate that the evidence reasoning and model cognitive literacy of students still need to be improved.The cultivation of student evidence reasoning and model cognitive literacy is influenced by many factors.The fourth part is the research on the teaching strategy of cultivating students' evidence reasoning and model cognitive literacy.Combining the relevant literature and the requirements of the general high school chemistry curriculum standards,this paper proposes a teaching strategy for cultivating students' evidence reasoning and model cognitive literacy for students' problems in evidence reasoning and model cognition,and uses this during an internship in a key middle school in Chengdu.The teaching strategy carries out a one-semester classroom teaching activity.It uses classroom observation and interviews to find that the teaching strategy can promote the student evidence reasoning and the cultivation of model cognitive literacy.Finally,the local case analysis is carried out based on the content of the material structure and nature module.Cases and references for cultivating students' evidence reasoning and model cognitive literacy in teacher teaching.The fifth part is the conclusion and thinking.This paper summarizes the whole research process and results,expounds the shortcomings of this research,and puts forward suggestions for better implementation of student evidence reasoning and model cognitive literacy.According to the research,the teaching strategy proposed in this study has positive effects on cultivating students' evidence reasoning and model cognitive literacy.It hopes to help middle school teachers gain the teaching knowledge of cultivating students' evidence reasoning and model cognitive literacy.