Design And Implementation Of Junior High School Chemistry Teaching To Promote The Development Of Evidence Reasoning Literacy

Evidence collection is an important component of scientific inquiry in the chemical course of compulsory education.It is also an important practical activity for students to actively acquire chemical knowledge,understand and solve chemical problems.Evidence reasoning is an important component of developing students' core quality of chemical subject.Based on constructivism learning theory,thurmin's demonstration model and Sampson's scientific demonstration and evaluation model,this study analyzes the connotation of evidence and reasoning,classifies the types of evidence,analyzes the angle of reasoning and the ability level of evidence reasoning combined with the content of chemical learning.The results show that there are still some problems in teaching,such as insufficient attention to evidence consciousness,single way of evidence collection,and relative lack of correlation among hypothesis,evidence and conclusion.Based on the above teaching situation,this paper puts forward three strategies to promote the development of junior high school chemistry teaching from three aspects:evidence awareness,evidence collection ability,and the logical relationship between hypothesis evidence and conclusion,including: using explicit language to show "evidence" and improve evidence awareness;searching for evidence from multiple perspectives to improve the richness of evidence;and based on students' misconceptions to collect evidence and improve the pertinence of evidence;establish the logical relationship between evidence and conclusion based on in-depth communication;pay attention to the relationship between evidence reasoning and other disciplines.Taking "law of conservation of mass" and "solubility" as examples,the teaching design based on evidence reasoning is carried out and a systematic teaching design is formed.The teaching design based on the development of evidence reasoning literacy was implemented in the experimental class,and the implementation effect was evaluated by paper and pencil test,questionnaire survey and student learning portfolio evaluation.The results show that the chemistry academic performance of the experimental class isslightly higher than that of the control class,especially for the comprehensive problems that need to be solved by reasoning with evidence,the score rate of the experimental class is significantly higher than that of the control class.The students in the experimental class have a strong sense of evidence,and their knowledge,collection and reasoning ability of evidence and reasoning are better than those in the control class.