Research On The Test And Strategy Of Senior Middle School Chemistry Thinking Disorder From The Perspective Of Evidence Reasoning

In 2014,the Ministry of Education first put forward the concept of "core literacy",requiring attention to the cultivation of students' essential qualities and key abilities to adapt to social development;the "General High School Chemistry Curriculum Standards" revised in 2017 clearly put forward the "core literacy of chemistry".Summarized the requirements of students' knowledge literacy,key abilities and excellent quality.Among them,the literacy of "evidence reasoning and model cognition",as the basic ability and key thinking of chemistry discipline,has received much attention from the education circle after the chemical core literacy was put forward in 17 years.As far as "evidence reasoning" literacy is concerned,the current research focuses on the interpretation and reconstruction of its theoretical connotation,and lacks the examination of the current situation of students' training and the proposal of specific implementation methods.Therefore,based on the investigation of the students' evidence reasoning ability Therefore,it is very necessary to integrate the literacy and subject knowledge into the classroom research.On the basis of consulting related literature on evidence reasoning literacy,this research divides the evidence reasoning ability in teaching into five steps: "situation analysis-information conversion-reasonable hypothesis-combined with evidence to verify or falsify-to draw a conclusion",the chemical thinking embodied in each step are: observation and intuitive thinking,conversion and model thinking,hypothetical thinking,experimental and analytical thinking,and systematic and innovative thinking.The thinking obstacles involved in this article include the one-sidedness of intuitive thinking,unclear observation purposes,incomplete model construction,hindered hypotheses,improper experimental design,and weak innovative thinking.The questionnaire is divided into three dimensions: awareness of evidence reasoning,ability of evidence reasoning,and the current situation of teaching training.The second grade students of a middle school in Yanji City are surveyed to test their ability of evidence reasoning.The survey shows that high school students have good evidence reasoning awareness and the level of evidence reasoning ability is at an intermediate level.Chemistry grades and learning interest are significantly related to evidence reasoning ability.Among them,students have some difficulties in the steps of information conversion,reasonable assumptions,verification process,and reflection and correction of conclusions.Based on the above understanding,the principles of instructional design from the perspective of evidence reasoning are put forward: the fun and life of the situational design,the purpose and level of inquiry,the scientificity and flexibility of the argumentation process,and the applicability and accuracy of the final conclusion,and with "alkali metal elements" as the main teaching content for teaching design.In order to test the feasibility and effectiveness of the teaching design,two classes in the first grade of a middle school in Yanji City were selected as the implementation objects for teaching practice.In the course of practice,using methods such as questionnaire surveys,classroom observations,after-school interviews,and comparative experiments,the test subjects are tested for their evidence-based reasoning ability and combined with the data results to draw conclusions: the teaching design with evidence-based reasoning as the main teaching activity can effectively improve students' learning efficiency,and significantly improve the students' evidence-based reasoning level,which is mainly reflected in: students' understanding of the essential characteristics of material reactions and changes can be more qualitative and quantitative.Reasoning from perspective.Due to the limited time and objects of teaching practice,the conclusions of this study have some shortcomings,which need to be further improved and revised in the future teaching practice.