Research On Construction And Application Of Evaluation Scale For Cultivation Of "Evidence Reasoning" Ability In High School Chemistry Classroom Teaching

"Evidence reasoning" is an important part of the core literacy of chemistry.It requires students to have evidence awareness and reasoning ability.Classroom teaching is an effective way to cultivate the core literacy of students.Use scientific,reasonable and effective tools to evaluate classroom teaching.Learning has a good diagnosis and promotion effect.This thesis focuses on the construction and application of the evaluation scale for the cultivation of "evidence reasoning" ability in high school chemistry classroom teaching as follows:1.Construct a scientific,reasonable,effective and practical evaluation scale for the development of "evidence reasoning" ability in high school chemistry classrooms.First of all,based on the level of chemistry core literacy requirements and the theoretical basis of existing research,the evaluation scale indicators are initially set under the guidance of the principles of science,objectivity,and operability.Secondly,after three rounds of questionnaire surveys of expert opinions using the Delphi method,the scale indicators were revised.Among them,the authority of the experts was greater than 0.7,and the expert agreement coefficients were 0.571,0.579,and 0.596 in turn,indicating that the expert opinions showed good results.Consistency,6 first-level indicators and 17 second-level indicators were finally determined.Finally,through consulting experts to determine the ranking of the importance of various indicators,using the logarithmic weighting method,the indicator weights of the evaluation scale for the "evidence reasoning" ability training in high school chemistry classroom teaching were constructed,and an evaluation with expert validity was formed.Scale.2.Apply the evaluation scale constructed in this research to evaluate the selected class examples,test the validity of the evaluation scale,and initially explore the development of the "evidence reasoning" ability in high school chemistry classrooms.After the evaluation scale was constructed,three independent evaluators were invited to use the evaluation scale constructed in this study to evaluate the 8 teaching cases of the People’s Education Edition,and conduct a detailed analysis of the evaluation of one of the lesson cases,and pass the evaluation results.The validity of the evaluation scale constructed in this study.At the same time,the evaluation results show that in terms of the training of evidence reasoning ability,teachers have unclear setting of teaching goals,inadequate guidance of students’ evidence reasoning ideas,training of students’ thinking ability,deepening of reasoning angles,and teaching Issues such as poor implementation effects in terms of evaluation and feedback.The chemistry classroom teaching evaluation scale for the cultivation of "evidence reasoning" ability constructed in this article is a preliminary attempt in this field.It is hoped that it can provide some references for how to cultivate students’ "evidence reasoning" ability in classroom teaching.