An Empirical Study On The Cultivation Of Evidence Reasoning Literacy In High School Chemistry Teaching

Under the background of "knowledge society" and "talent society" in the 21st century,all countries in the world are gradually launching a "war" without smoke in order to improve the intensity of talent training and talent reserve ability.In order to improve students' core competence,more and more attention is paid to the development of education.Meanwhile,a new curriculum system is being constructed gradually.Among them,the ability of talent cultivation in China is also developing rapidly.However,as China's basic education pays more attention to talent selection,it ignores the overall development of students and still fails to achieve the expected educational goals.Therefore,"core literacy of chemistry" has gradually become a hot term in chemistry education in recent years,which reflects the urgent need for the development of core literacy in chemistry education.The purpose of this study is to enhance the logical thinking ability of students,so that students can get better results in organic chemistry learning,and improve the core quality of chemistry.In the research process,first of all,the pre-test scores and questionnaires were used to understand the embodiment of "evidential reasoning"literacy of sophomore students in the organic chemistry learning process.According to the measurement results,the students were classified into three different levels:excellent academic level,medium academic level and poor academic level.Then the students participating in the above test were randomly divided into experimental group and control group,and the experimental group students were carried out teaching experiment.In the teaching process,the evidential reasoning quality is infiltrated into the teaching of organic chemistry,and based on this,the teaching objectives and academic evaluation objectives are determined.It adopts strategies such as "creating real situations" and"problem-driven learning" to carry out teaching,and organizes and guides students to collect evidence,deduce results and solve problems in independent learning,cooperative learning and inquiry learning.Meanwhile,by continuously monitoring the changes of students' evidential reasoning literacy and academic performance,and analyzing the differences in the influence of teaching experiments on students with different academic levels,the following research conclusions are formed:(1)In the process of learning organic chemistry,28.71%of the high school students surveyed simply remembered the fragments of classroom knowledge without forming a structured system of knowledge,let alone using knowledge to solve practical problems.The main reason for this phenomenon is that students lack reasonable learning strategies and knowledge construction methods.(2)Carrying out evidence reasoning literacy teaching in organic chemistry course teaching is more conducive to students' learning of this course,as well as improving their memory ability and thinking ability to construct knowledge structure system.(3)The influence of teaching experiment on students of different academic level is different.Students with higher academic level tend to gather evidence more comprehensively and draw corresponding conclusions through the chain reaction of knowledge,so as to improve their knowledge structure system.However,students with lower academic level need to use evidential reasoning to understand the learning contents in order to build a basic knowledge system.Before the implementation of this teaching practice,there was almost no difference in scores among students of the same academic level.After the adoption of evidential reasoning training teaching method,relevant data showed that the scores of the experimental group improved more than those of the control group.The author thinks that the teaching design incorporating evidence reasoning can help students to understand the rules and system of organic chemistry knowledge,so as to improve their academic performance.On the basis of students' mastery of chemistry knowledge,teachers should pay more attention to the improvement of students' thinking learning methods and abilities.