Practice And Research On "Evidence Reasoning And Model Cognition" In High School Chemistry Teaching

With the progress and development of the times,the goal of education is also changing.Key Competencies have become vitally important to curriculum reform in China.Under the joint study of the Ministry of Education and a number of scholars and experts,the connotation of Chemical Key Competencies has been identified to five aspects.“Evidence Reasoning and Model Cognition”,as the thinking core in the Key Competencies of chemistry,has an irreplaceable effect on the growth of students.In this paper,the teaching design and practice are based on the part of “chemical reaction principle” of high school chemistry and the competence of “Evidence Reasoning and Model Cognition”,and the article is divided into five parts.The first part includes the first and the second chapter of the thesis.The first chapter mainly discusses the research background of this paper.The research status of Key Competencies and “Evidence Reasoning and Model Cognition” at home and abroad,introduces the research methods and outlines,the research content and the significance of the research.Chapter two introduces the concept of Chemical Key Competencies and the main research of “Evidence Reasoning” and “Model Cognition” on the basis of collating the literature.It also introduces relevant pedagogical theories.The second part is the third chapter of the thesis.The content is the analysis of the results of the questionnaire survey.The survey was conducted in a middle school in Hainan Province where some junior students were surveyed.The purpose of the survey is to investigate the level of students' “Evidence Reasoning and Model Cognition” competency with 6 single multiple choice questions and 4 short-answer questions.Through the processing and analysis of data,some conclusions have been drawn.The knowledge level can influence the acquisition and selection of evidence.The correctness and completeness of the model can affect the process and result of reasoning as well as the teachers' constructing models in class affects the width of student model thinking.The third part is chapter four which includes the detailed analysis,instructional design and analysis of the course standard and teaching materials containing the teaching process andinstructional design adopted in the three lessons of “the factors affecting the rate of chemical reaction”,“the first class of Chemical equilibrium” and “the ionization of weak electrolytes”.The rest of the chapter is an analysis of the implementation of the teaching laying out the comparative analysis of the experimental class and the control class.Research data includes interviews with individual students in the two classes aiming to understand the effects of different teaching design after the implementation and whether the students' “Evidence Reasoning and Model Cognition” competency is different after experiencing different teachings.This article is only a preliminary exploration on the effective implementation of the Chemical Key Competencies,and hopes that more senior high school chemistry teachers can join in and make further and deeper studies on the related research..