Construction Of Evaluation Model Of Chemical Evidence Reasoning Ability Of Senior High School Students In Ethnic Minority Areas

At present,China has entered the decisive stage of poverty alleviation.Education backwardness is the root cause of poverty in poor areas,and it is the "cow nose" of poverty alleviation in poor areas.According to the latest data,the backward areas in China are mainly distributed in the western regions where ethnic minorities gather,so it is particularly important for ethnic minority areas to get rid of poverty through education.This study first summarizes the existing problems in the education of ethnic chemistry and the causes of this problem or phenomenon,analyzes the causes and finds that the evaluation of chemical education in ethnic minority areas is backward,so this study starts from the perspective of evaluation.In the field of education,in March 2014,the ministry of education issued the opinions of the ministry of education on comprehensively deepening the curriculum reform and implementing the fundamental task of cultivating morality and cultivating people,which made it clear in the document that the core quality of students should be developed,and the cultivation of discipline core quality is a solid foothold for the development of students' core quality.The core accomplishment of chemistry is formed and developed through the study of chemistry courses,and evidential reasoning is the thinking core of the core accomplishment of chemistry.Therefore,this study starts from the evaluation of evidential reasoning(evidential reasoning),the thinking core of the core accomplishment of chemistry discipline in ethnic minority areas,and constructs the evaluation model of evidential reasoning ability of high school students in ethnic minority areas,so as to analyze the backward situation of chemical education evaluation in senior high schools in ethnic minority areas.The research mainly includes the following parts:First,through the literature review,the curriculum analysis,made clear the connotation of chemical evidence reasoning,chemical structure can be divided into evidence of evidence reasoning,reasoning,and the relationship between the evidence and reasoning of three parts,chemical evidence reasoning process is similar with the process of scientific inquiry,but different types of reasoning process knowledge.Chemical evidential reasoning ability is a comprehensive quality embodied in the process of chemical evidential reasoning.Based on the quantitative analysis of existing literature and course standard,the behavioral performance of chemical evidential reasoning ability was extracted,and then the operational definition and four evaluation indexes of chemical evidential reasoning ability in ethnic minority areas were preliminarily constructed.Secondly,the Cronbach's Alpha coefficient was 0.612 for 110 students in grade 1,grade 2 and grade 3 of grade 1,grade 2 and grade 3 in heshu county,bayingolin Mongolia autonomous prefecture,xinjiang uygur autonomous region.Exploratory factor analysis was used to cluster and reduce the dimension of evaluation indexes of chemical evidence reasoning ability in ethnic minority areas,and three first-level evaluation indexes were finally determined,namely "collecting chemical evidence","putting forward hypothesis based on evidence" and "drawing conclusions based on reasoning".Third,according to literature review,the secondary evaluation indexes were divided,and then the expert recognition questionnaire was set to conduct the expert recognition survey.This paper surveyed 168 subjects,155 valid questionnaires,and the Cronbach's Alpha coefficient was 0.871.The survey subjects include college teachers,middle school teachers and graduate students of chemistry education,all of whom have a high degree of recognition to the evaluation index,reaching more than 4.48.Then the data after AMOS structural equation model test and confirmatory factor analysis,found the measurement model has good construct validity and reliability,based on the confirmatory factor analysis of the factors of load and two aspects of the analytic hierarchy process to determine the chemical evidence reasoning ability evaluation model in ethnic minority areas,using mathematical expression can be expressed as: Y = 0.31 + 0.36 B + 0.33 C,with Y chemical evidence reasoning on behalf of the senior high school students in ethnic minority areas,A representative chemical evidence collection,B represents the hypothesis based on evidence,C represents inference conclusion.Fourth,to apply this model to the general Mongolian autonomous prefecture of xinjiang uygur autonomous region hoxud county high school,senior grade three,from the ability to test scores at the end of the same period of normal distribution test and examination results of correlation analysis found that the model can better reflect the high school students in national regions chemical evidence reasoning.In addition,also analyzed the characteristics of the high school students in national regions chemical evidence reasoning,choose three more representative of the school class,a total of 221 students conducted a test analysis,the results show that the chemical evidence reasoning ability development of high school students and chemical scores were positively correlated,the chemical evidence reasoning ability of students is roughly presents a ascending trend with the increasing of grade ability,gender difference is not obvious,but students of ethnic difference is obvious.Students scored the highest in "collecting chemical evidence" and the lowest in "reasoning to conclusions",indicating that students' chemical evidence reasoning ability is mainly at the perceptual level and the lower level of rational reasoning,and there are fewer students at the intermediate level or the higher level of rational reasoning.In addition,it was found from the data analysis that the level of chemical evidential reasoning of students in ethnic regions was generally low,and the average score was lower than the passing level.In addition,the students' ability of chemical evidential reasoning improved with the growth of grade,and there is no gender difference but there are ethnic differences among students.The paper is divided into six chapters.Chapter 1 is the introduction,mainly including the research background,research status,research ideas,research methods,research purposes and significance.Chapter 2 is a literature review,which summarizes the related research on the backward chemistry education in ethnic minority areas,summarizes the related research on evidential reasoning,sorts out the theories of evidential reasoning,evaluation model,scientific reasoning test and so on.Chapter 3 analyzes the connotation of chemical evidential reasoning,and explores the operational definition of chemical evidential reasoning ability of senior high school students in ethnic minority areas.Chapter 4 is the construction of the evaluation model of chemical evidentiary reasoning ability of senior high school students in ethnic minority areas.Through the investigation of the recognition degree of the evaluation index,the verification factor analysis is carried out,and the evaluation model is built comprehensively based on factor analysis and analytic hierarchy process.Chapter 5 is the application of the evaluation model of chemical evidential reasoning ability of high school students in ethnic minority areas.Firstly,the evaluation model of chemical evidential reasoning ability of high school students in ethnic minority areas is verified.Chapter 6 is the research summary,which summarizes the research conclusions,points out the innovation points and shortcomings,and gives some enlightenment.