Teaching Design And Implementation Of Organic Structure In Senior High School Based On Evidence Reasoning

Evidence reasoning,as an important part of the core conpetencies of the chemistry discipline,reflects the thinking methods of chemistry science,and is an important course goal of high school chemistry.Organic structure plays a fundamental role in the study of organic chemistry,and it is also an important content carrier for developing students' evidence reasoning literacy.On the basis of reviewing domestic and foreign research on evidence reasoning and organic structure teaching in high schools,the paper defines the related concepts of evidence,reasoning,evidence reasoning,and so on.Under the guidance of inquiry-based teaching theory,Toulmin's demonstration teaching model,and Sampson's scientific demonstration model theory,classroom observation and text analysis methods are used for classroom teaching and video of high school chemistry teachers "Structure of methane molecule" and "Structure of benzene molecule".The data and related texts are observed and analyzed,and the current status of the teaching of organic chemical structure in high school is obtained.The problems in classroom teaching are analyzed and summarized.Based on this,from the perspective of viewpoints,evidences,conclusions,and the relationship between the three,the targeted teaching strategies based on evidence-based reasoning are proposed for organic structure in high schools,which specifically includes: Evidence consciousness-collection-screening as the starting point,improving the ability to apply evidence;Using evidence to reason,and making the thinking activities explicit;On the basis of systematic evidential reasoning,the thinking of spatial structure of organic matter is constructed;Taking the scientific inquiry process as the main line,and establishing viewpoint-evidence-the conclusions are properly linked.Under the guidance of the above strategies,the teaching strategies are applied to the actual teaching design from the perspective of teaching design.Based on the characteristics and teaching requirements of organic structure knowledge in the compulsory stage of senior high school,the new teaching of "The bonding characteristics of carbon atoms" and the unit review course of "Special topics inorganic structures" are selected to carry out the specific teaching design based on evidence-based reasoning,forming a systematic teaching design scheme,in order to promote the core quality of evidence-based reasoning in the teaching of organic structure in senior high school.Guided by the concept of "teaching learning evaluation",the teaching design evaluation forms of "The bonding characteristics of carbon atoms" and "Special topics in organic structures" based on evidence-based reasoning teaching are formulated,and the evaluation of teaching design effect is carried out by using text analysis method.Then the teaching design of "The bonding characteristics of carbon atoms" is implemented in the actual teaching,and the effect of teaching implementation is evaluated by activity performance evaluation.The results show that the teaching design focuses on collecting evidence from multiple perspectives,guiding students to analyze and reason on the basis of evidence,consciously establishing a connection among evidence,opinions and conclusions,but the depth needs to be strengthened;the teaching implementation of "The bonding characteristics of carbon atoms" achieves the expected teaching objectives and evaluation objectives.It has played a positive role in promoting the development of students' core quality of evidence reasoning.