Teaching Practice Of High School Chemistry Based On"evidence Reasoning And Model Cognition" Core Literacy

With the rapid development of society and economy,the traditional education model is increasingly difficult to adapt to the changing needs of society.The further advancement of the new curriculum reform is also aimed at cultivating talents to meet the needs of social development,which means that China attaches great importance to the development of education.In recent years,core literacy education has gradually become a consensus in international education.Its goal is to cultivate students' key abilities to adapt to the overall development of society in the future,so as to meet the needs of society.The mode and emphasis of college entrance examinations have also changed accordingly.In order to implement the core literacy of student 'development,each subject has put forward the corresponding core literacy of disciplines.As one of the five dimensions of chemistry core literacy,"Evidence reasoning and model cognition" is the thinking and method of learning chemistry,and occupies an irreplaceable position in the middle school chemistry learning stage.In this respect,it is important to cultivate students' core literacy in the review and preparation stage of senior students.However,compared with the current theoretical research on core literacy,there are few practical researches on implementing the core literacy of "evidence reasoning and model cognition" in middle school chemistry classes.Therefore,it is necessary to construct teaching strategies based on the core literacy of "evidence reasoning and model cognition" in the preparation stage of senior high school review,and discuss it under the background of senior high school chemistry.The paper analyzes the development of the core literacy of "Evidence reasoning and model cognition" among senior high school students in Handan No.1 Middle School by means of a questionnaire.The results of the survey showed that teachers' classroom penetration of the term "core literacy" was low,and students' use of the core literacy of "Evidence reasoning and model cognition" was not effective in their regular study.Based on the results of the questionnaire and the problems in the current situation of senior revision,the thesis investigates the preparation strategies for the second round of senior revision and discusses the issues that need to be paid attention to in the revision of chemistry.The research includes the review strategies for the development of the core literacy of "Evidence reasoning and model cognition",the teaching aspects,and the design ideas of the review.Based on the theoretical research,the review strategies,teaching sessions,and review design ideas are applied to the real senior chemistry classroom,and the practical effects are analyzed and evaluated in terms of classroom effects,student evaluations,and test scores.At the same time,it is necessary to pay attention to the cooperation between teachers and students,and to teach each other to improve the quality of chemistry review.In addition,this study is only a preliminary exploration of the core literacy of "evidence reasoning and model cognition" in chemistry at the senior year preparation and review stage,and we hope that this will promote the development of chemistry education reform and lay a solid foundation for students' subsequent learning and development.We hope that more senior high school chemistry teachers will join in this research,and further improve the teaching research on the development of senior high school core literacy skills.