Research On Evaluation Of Evidence Reasoning Ability Of High School Students Based On Rasch Model-take The "Organic Compound" Content As An Example

With the continuous popularization of inquiry teaching,inquiry teaching should be vigorously advocated in middle school.Therefore,it is very important for teachers to carry out demonstration teaching,improve demonstration ability,carry out demonstration thinking education and integrate into demonstration activities in classroom teaching,which requires teachers to have the demonstration consciousness and demonstration related knowledge.Teachers in teaching through demonstration teaching not only to complete new knowledge teaching,but also can affect students’ argumentation thinking,cultivate students’ meaningful demonstration direction,find more suitable for students ’development of demonstration teaching mode and demonstration teaching strategy,so as to implement the core quality of "evidence reasoning",improve students’ demonstration ability and Demonstrate thinking.To understand the real level of high school chemistry teachers’ argumentation ability,we can better improve the corresponding ability.In 2021,in the Harbin "Candlelight Cup" classroom teaching Competition,12 open classes were used for the training of the new courses of high school chemistry in Harbin.The results of its analysis and evaluation can basically demonstrate the teaching level of high school chemistry teachers.Based on this,this paper analyzes and evaluates the argumentation discourse of high school chemistry teachers.In 2021,Harbin candlelight cup chemistry subject "inorganic non-metallic material","sulfur between","chemical reaction and heat" and "electricity" under 12 lessons as the carrier,12 examples of teachers and students to transcription,transcription delete irrelevant discourse,then using turmin argument model,Erduran evaluation framework,Furtak teacher discourse analysis framework,through classroom observation method,literature method and statistical analysis method,from the number of argumentation elements,argumentation structural integrity,teacher discourse category and teachers argument discourse standard to 1 In the two class examples,teachers ’argumentation discourse was analyzed and evaluated,and relevant suggestions were proposed to improve the ability of high school chemistry teachers’ argumentation discourse in class,so as to draw conclusions.The present study draws the following conclusions:Firstly,language is very important,teachers ’classroom language will affect the establishment of students’ demonstration structure and classroom teaching quality;Secondly,at present,the demonstration level of high school chemistry teachers and the standardization degree of classroom discourse are different,the integrity of the classroom is different,and the teachers’ demonstration ability needs to be improved;Thirdly,high school chemistry teachers should pay attention to the use of argumentation language in the future teaching to improve their argumentation ability.