In The New Edition Of High School Chemistry Textbooks Development And Utilization Of "Evidential Reasoning And Model Cognition"

The chemistry curriculum standard of senior high school(2017 Edition)points out that the core literacy of chemistry is a necessary scientific literacy for students.We should attach importance to the development of students' thinking and ability to prepare for the future development.Among the five dimensions of the core literacy of chemistry,"evidence reasoning and model cognition" is the core of creating chemical thinking and a high-level thinking ability,reflecting the process of exploring and solving problems.The development of this accomplishment will help students form chemical thinking mode,stimulate their interest in learning,master scientific methods and improve their learning efficiency.Therefore,the reconstruction of classroom teaching around the core quality of the subject will be the focus of deepening the curriculum reform.This paper analyzes the importance of "evidence reasoning and model cognition" in students' learning,defines the concepts of "evidence reasoning" and "model cognition",and discusses the relationship between them.Through literature research,the classification of two categories and six models is sorted out.In the form of questionnaire,we have a preliminary understanding of the current situation and problems in the development of chemical literacy education.On the basis of theoretical guidance,this paper combs the main contents of "evidence reasoning and model cognition" in the new teaching materials of chemistry compulsory one and compulsory two in senior high school,fully excavates its educational value,classifies the relevant contents,puts forward the development and teaching suggestions of this core element in the new teaching materials in combination with teaching research,and helps teachers choose appropriate teaching methods for quality cultivation.Choose the content of "ethanol" and "sulfur and sulfur dioxide" in the second compulsory course of the new textbook for teaching design,fully reflect this core quality,and carry out practice in middle school;use teacher-student interviews,in class and after-school testing to understand students' learning situation and learning status.Through teaching,teachers guide students to experience the collection,analysis and inference of evidence,establish chemical models and use models to solve practical problems,and lead students to experience this scientific process,which can give full play to the overall educational function of the chemical curriculum,improve students' participation in the classroom,increase their interest in learning,and better cultivate students' core quality of the chemical discipline.