A Study On The Evaluation Of The Core Literacy Of Senior Two Students In Evidence Reasoning And Model Cognition

With the rapid development of the economy and society,the iterative update of knowledge information,"core literacy" has become a hot spot of concern.The development of core literacy depends on the cultivation of core literacy of disciplines,and we need to fully exploit the educational value of chemical core literacy.The evaluation on "Evidence reasoning and model cognition" as the core of thinking of chemical core literacy is particularly important.In this study,the concept of “evidence reasoning and model cognition” was operated as an evaluation index system of three first-level indicators and 14 second-level indicators,and corresponding evaluation tools and questionnaires were compiled.,In order to locate the development level of the "higher evidence reasoning and model cognition" of high school students and the difficulty of training,and to analyze the differences in development level and influencing factors of different types of students.We use the methods of statistical statistics and statistical software to analyze and test the evaluation data.(1)The reliability of the evaluation tool is 0.80,the validity is 0.82,the average difficulty coefficient is 0.57,the average discrimination is 0.41.It has high reliability and accuracy,moderate difficulty and strong discrimination ability.The questionnaire has a reliability of 0.80 and a construct validity of 0.83,which has certain reliability.(2)The evaluation results show that the overall development of "evidence reasoning and model cognition" of high school students at level 2.Among them,the average score of key middle schools is 76.87,which is higher than the average level of 59.79.The development of “evidence reasoning and model cognition” at level 3,some students have reached level 4;the average score of ordinary middle school is 55.44,lower than average.The development of “evidence reasoning and model cognition” at level 2.The development level of “evidence reasoning and model cognition” of key middle school students is significantly higher than that of ordinary middle school students.(3)The difficulty of responding to the first-level indicators of the two types of schools is the same,both are “innovation of evidence and model migration”,and the focus of response on the first-level indicators is different;The difficulties of response on the second-level indicators are the same,they are "the explanation of the current generation principle of copper-zinc galvanic battery","the explanation of the working principle of actual battery","the writing of complex unfamiliar electrode reaction" and "the exploration of ion discharge factors".The key points of response on the second-level indicators are slightly different.(4)At the confidence level of 0.05,the difference in the development level of “evidence reasoning and model cognition” of different types of students is as follows: the key middle school is significantly higher than the ordinary middle school;the male student is significantly higher than the female student;the academically superior student is significantly higher than the poor student;Students with a chemical-related orientation were significantly higher than those with non-chemical students;those with a high school education with a higher education level were significantly higher than those with a high school education with a higher education level than those with a high school education;urban students were significantly higher than rural students.(5)The main reasons for the differences in the development level of “evidence reasoning and model cognition” of different types of students are learning motivation,learning activities,emotional attitudes,inquiry thinking and teacher teaching methods.(6)According to the research results,the following suggestions are given to chemistry teachers: experimental inquiry and explicit teaching;vocal thinking and multi-dimensional cognition;variant training and interdisciplinary teaching.The innovation of this research lies in the first conceptual operation of "evidence reasoning and model cognition",the establishment of evaluation index system and system evaluation method;combined with electrochemical content,refine the "evidence reasoning and model cognition" in the curriculum standard.The specific performance of each level of development;from the qualitative and quantitative perspectives,using mathematical statistics methods to analyze the differences in the development level of different types of students "evidence reasoning and model cognition" and the reasons;by fitting physics,mathematics scores to "evidence The linear equations of the results of the reasoning and model cognition show the influence of physics and mathematics on the development level of "evidence reasoning and model cognition".