Experimental Research On Cultivating Evidence Reasoning Quality Of High School Students Based On The Teaching Model Of Chemistry Problem Solving

The "General High School Chemistry Curriculum Standards(2017 Edition 2020Revision)" puts forward the core literacy of chemistry,and the "evidence reasoning" literacy is one of the core literacy of chemistry,which is of great significance.At the same time,the new curriculum standard proposes that teachers should create real problem situations,promote the transformation of learning methods,and use problems to promote development.Based on the country's needs for talent training and the requirements of the new curriculum standards,the problem-solving teaching model is selected as the way to cultivate the evidence reasoning literacy of high school students,and research work has been carried out.Analyzing the current research status of problem-solving teaching models and evidence-based reasoning literacy through the literature method,and found that current research focuses on the creation of real problem situations and the construction of problem-solving teaching models.There is still much to be done to cultivate students ' evidence-based reasoning literacy through the problem-solving teaching model.Research space.The investigation and research method is used to study the current situation of the evidence reasoning literacy of high school students,and the survey results are statistically analyzed.The results show the following problems: students have deviations in understanding the meaning of evidence reasoning literacy,students have problems in using evidence reasoning methods,students There are problems in improving one's own evidence reasoning literacy,and the students' awareness of problem solving and problem inquiry is not strong.Combining constructivism theory and meaningful learning theory,the problem-solving teaching model construction based on cultivating high school students' evidence-based reasoning literacy is proposed.It is mainly divided into the integration of the awareness of evidence into the discovery and analysis of the problem,the hypothesis of problem solving based on the evidence,the analysis and reasoning,and the verification and falsification of the hypothesis of the problem,and the establishment of the logical relationship between opinions,conclusions,and evidence..At the same time,it puts forward the strategy of implementing a problem-solving teaching model based on cultivating high school students 'evidence-based reasoning literacy.Taking "Conversion of Chemical Energy into Electricity-Batteries" and "Optimization of Chemical Reaction Conditions-Industrial Synthesis of Ammonia" as examples,the constructed teaching model was transformed into corresponding teaching design,and questionnaires and interviews were given to students.From the results of questionnaires and interviews,students' evidence reasoning literacy has been significantly improved before and after the implementation of the instructional design,indicating that the constructed teaching model can cultivate students 'evidence reasoning literacy.Combining interview records and reflections,the following conclusions are drawn: The problem-solving teaching model based on cultivating high school students ' evidence reasoning literacy is conducive to cultivating high school students' evidence reasoning literacy,and is conducive to forming a structure based on knowledge association,cognitive thinking,and core concepts.It is helpful for students to feel the connection between chemistry and life,pay attention to the connection between chemistry and other disciplines,and is helpful for teachers to actively create real problem situations and promote the transformation of students' learning styles.Due to the short research time,this research still has certain limitations and deficiencies.For example,teachers need to focus on guiding students to systematically classify evidence;teachers need to strengthen the connection between each link.Hope that these shortcomings can be further improved and developed in the future research and practice.