Teaching Research On The Cultivation Of "Evidence Reasoning And Model Cognition" In High School Students Based On Real Problem Situation

Development and demand of social determine what kind of talents should be trained in education.Facing the talent training needs of the 21 st century,implementing education reforms and cultivating students' core qualities are the general trend and the desire of the people.Under the overall framework of the development of the core literacy of our students,the core literacy of various disciplines is condensed.The core literacy of the chemistry discipline has five dimensions,each of which has its own focus.Among them,"evidence inference and model cognition" literacy focuses on cultivating students' chemical thinking.It requires students to be able to analyze and reason based on evidence and improve cognition based on chemical models.system.The "General High School Chemistry Curriculum Standards(2017 Edition)" clearly states that teachers should actively create real problem situations in teaching.This study responds to the requirements of the curriculum standards and explores how to cultivate high school students' "evidence reasoning and model cognition" literacy based on real problem situations in chemistry classroom teaching.The research work mainly focuses on the following aspects:The first is theoretical research.Focusing on the real problem situation and the "evidence reasoning and model cognition" literacy,the research background,research status and related educational theories are explained,and the research significance,research methods and research content of this article are introduced.The second is investigation and research.It focuses on students' attitudes towards real problem situation teaching and the status of "evidence reasoning and model cognition" literacy,including student questionnaire surveys and teacher interviews.The student questionnaire survey takes some students in the first grade of high school as the survey object,and statistically analyzes the survey results.The results show that there are still many problems in applying the real problem situation to the chemistry class.The students' "evidence reasoning and model cognition" literacy needs to be further improved.In addition,three excellent teachers were selected for interviews.The results of the interviews indicated that the teaching of real problem situations is beneficial to the cultivation of students' level of "evidence reasoning and model cognition",but it is still more difficult to create real problem situations,mainlybecause of objectivity.Conditional restrictions.Once again for teaching methods and practical research.According to the existing problems in the investigation and research,the teaching methods of cultivating students' "evidence reasoning and model cognition",the principles and ways of creating real problem situations are proposed,and the practical research is carried out based on this teaching theory.Taking the third chapter of high school chemistry compulsory one as the teaching practice content,two experimental classes and a control class are set up.The experimental class adopts the teaching design based on real problem situations to implement the teaching,and the control class adopts the conventional teaching model.Finally,the teaching evaluation is carried out by paper-and-pencil test,and the academic performance and literacy level before and after teaching are compared.The results show that real problem situational teaching has a significant effect on improving the high school students' academic performance of "evidence reasoning and model cognition".Finally,summarize and reflect on the research.After summing up,the following conclusions can be drawn: the creation of real problem situations is conducive to reflecting students 'dominant position in learning,conducive to training students' ability to reason with evidence,conducive to training students 'ability to model and use models,and conducive to teachers' teaching ability...