Activity Design Study On Developing Students' Evidence-based Reasoning Ability

In September 2016,the “general senior high school chemistry curriculum standard” proposed the core literacy of the chemical discipline.And evidence-based reasoning literacy is an important part of the core literacy of chemistry discipline.Therefore,the development of students' evidentiary reasoning ability is a requirement for curriculum reform.In teaching activities,students are lack of evidence consciousness and logic consciousness,and it is difficult for them to use existing knowledge to analyze and solve problems.The development of evidence reasoning ability is helpful to improve students' academic literacy and thinking level,and it promotes the change of teachers' teaching style and students' learning style.In this study,two parallel classes in grade one in Guilin X middle schools were taken as the research objects.We selected the knowledge of “metal and its compounds” in compulsory 1 of high school chemistry,and on the basis of literature review,investigating the teaching status of “metal and its compounds” by means of questionnaire.Based on the investigation results,the high school chemistry curriculum standards and knowledge of “metals and their compounds”,taking the theory of constructivist learning,advanced learning theory,and scientific epistemology for the theoretical guidance,starting from the perspective of the ability of the chemical discipline,four activities have been designed to develop evidence reasoning capabilities: “identify prototypes,develop analog reasoning capabilities”,“generalize features,cultivate inductive reasoning capabilities”,“explain conclusion,improve deductive reasoning ability”,and “associated data and prototypes,improve proportional reasoning ability”.Different types of reasoning have different questions.For example,the common questions of cultivating inductive reasoning include “What are their similarities and differences”,“Please summarize their common points,” and “What conclusions can you draw?” In order to test the effectiveness of this study,the practice study of teaching activities to develop evidence reasoning ability is carried out in the classroom.The independent variable is whether to carry out teaching activities to develop evidence reasoning ability,and the dependent variable is the student's evidence reasoning ability and academic achievement.According to the elements of evidence reasoning literacy,the criteria for dividing the level of evidence reasoning,and the students' existing knowledge and experience,an open question is compiled to examine the students' level of evidence reasoning,and the students' level of evidence reasoning is analyzed by combining qualitative and quantitative methods.Open questions are compiled to measure the students' level of evidence reasoning,and SPSS17.0 software is used to analyze students' academic performance.The following conclusions can be drawn from the statistics and analysis of the survey data on the status of teaching,the survey data and student performance:(1)The activities designed in this paper to develop the ability of evidence reasoning from the perspective of chemistry not only can improve the students' level of evidence reasoning,but also can improve students' academic performance.(2)At present,the students' level of evidence reasoning is mainly at level 1 and level 2,and fewer students can reach level 3.Students lack the ability to combine quantitative and qualitative evidence to collect evidence.The ability of evidence reasoning needs to be improved.