An Empirical Study On The Reasoning Ability Of Middle School Students Based On Chemistry

Reasoning ability is not only an important part of the ability of Chemistry,but it's also one of the important indexes to evaluate students' level of Chemistry thinking.In order to evaluate and improve students' Chemistry reasoning ability better,we should systematically study how it changes over time.Thus,this paper study on the reasoning complexity in the Chemical background,as starting from the research of students'Chemistry reasoning ability.The main contents and results are as follows:The first two chapters analyze lots of domestic and overseas studies,which related to the achievement of basic education reformation.It introduces Chemistry reasoning thinking,and illustrates the research background and meaning of this paper.Then,it states the purpose of this study is to construct a hierarchical framework about students' Chemistry reasoning ability,to further evaluate and test students' Chemistry reasoning ability.The third chapter clarifies the process,methods,objects and data collection methods of this research.This paper designs the research process based on the Wilson"Four Building Blocks" framework.The research objects are mainly students of Grade 1 and 2 in senior high school.Chapter Four and Chapter Five are the core parts of this paper.Chapter Four at first analyzes the requirements of the curriculum standards on students,and it combines with the research of students' reasoning ability and Chemistry characteristics.Then,it constructs a hierarchical framework about students' Chemistry reasoning ability,which demonstrates 4 levels of reasoning performance.Chapter Five comes up with a testing tool to evaluate Chemistry reasoning ability of students of Grade 1 and 2 in senior high school,which based on the above framework,many riper scales and the Rash Model.Chapter Six is a part of empirical research.After the results demonstrated a high reliability and validity,the author conducted a large-scale test to examine students'Chemistry reasoning ability with the testing tool.In this study,the Winsteps and SPSS were used to analyze the students' reasoning performance of different grades.The results of the study indicate that there exists significant difference between grades.Finally,according to the performance of different grades,several teaching suggestions are proposed for students.This study aims to contribute to understanding students' Chemistry reasoning thinking and assessing students' Chemistry reasoning ability.However,there are still many shortcomings in this paper.The further work will focus on the more comprehensive evaluation and research,which related to students' Chemistry reasoning thinking and its influences.At the same time,we need to provide some effective teaching strategies to improve students' Chemistry reasoning ability.