Teaching Research And Practice Of Chemical Evidence Reasoning And Model Cognition In High School

With the promulgation of《The Chemistry Curriculum Standard for General Senior High School 》 in 2017,the implementation of the development of core discipline quality has become the focus of teaching reform,"evidence reasoning and model cognition" literacy is the thinking core of core discipline literacy of chemistry,which has an important impact on the development of students.Through the practice of chemistry teaching in senior high school,this study aims to cultivate students' quality of "evidence reasoning and model cognition",and provide some reference for the cultivation of core quality of chemistry.This study consists of three parts:Research one: the investigation of the identification degree of the training strategy of "evidence reasoning and model cognition" in senior high school chemistry.In this survey,the chemistry teachers were taken as the objects of investigation,and the self compiled questionnaire of identification degree adjustment of "evidence reasoning and model cognition" training strategy in high school chemistry was used as the survey tool.The paper and electronic questionnaires were issued to conduct the survey,and 21 training strategies of "evidence reasoning and model cognition" with high identification degree were finally determinedResearch two: the teaching design of "evidence reasoning and model cognition" in senior high school chemistry.The teaching design takes senior one students as the teaching object,the compulsory one as the teaching content,and combines the training strategy of "evidential reasoning and model cognition" with high degree of identity to compile a24 hour teaching design of two units,which provides materials for subsequent teaching experiments.Research three: the teaching experiment of "evidence reasoning and model cognition" in senior high school chemistry.In order to explore the practical effect of the training strategy of "evidence reasoning and modelcognition" in senior high school chemistry,106 students from two natural teaching classes in the first year of preparatory classes of Changsha Normal University were taken as the research objects,and the teaching design of research two self-made was used as the materials.The teaching experiment adopts 2 × 2 × 3 experimental design method,in which the independent variable A is the teaching method(Level 1 is to use the teaching design of "evidence reasoning and model cognition" in high school chemistry for teaching;Level 2 is to use the traditional teaching design for teaching),independent variable B is gender(male;female),and independent variable C is the level of student's "evidence reasoning and model cognition" literacy(high;medium;low).The dependent variable is the student's "evidence reasoning and model cognition" accomplishment.Taking the total score of "evidence reasoning and model cognition" accomplishment in the pre-test and post test papers as the index,SPSS software is used to carry out quantitative statistical analysis on it,and the experimental effect is qualitatively tested through student interviews.The conclusion is as follows:(1)Using the training strategy of "evidence reasoning and model cognition" in high school chemistry teaching can significantly improve students' quality of "evidence reasoning and model cognition".(2)There is no significant gender difference in the teaching effect of senior high school chemistry with the training strategy of "evidence reasoning and model cognition".(3)After using the training strategy of "evidence reasoning and model cognition" in senior high school chemistry teaching,there are significant differences in the improvement of "evidence reasoning and model cognition" literacy among students of different levels.The improvement range of "evidence reasoning and model cognition" literacy of middle-level group is significantly higher than that of low-level group and high-level group;the improvement range of "evidence reasoning and model cognition" literacy of low-level group is significantly higher than that of high-level group.(4)The training strategy of "evidence reasoning and model cognition" in senior high school chemistry can promote the improvement of students' comprehensive quality.