Research On Senior High School Chemistry Teaching Design Based On "Evidential Reasoning And Model Cognition"

At present,there is a considerable gap between the proposal and implementation of evidential reasoning and model cognition in practical teaching practice.The reasons are as follows.First,teachers and students have deviations in theoretical cognition in this field.Second,the arrangement of teaching progress and teaching conditions limit the cultivation of related abilities.Evidence reasoning and model cognition are the foundation of cultivating students ' innovation ability,and are the key parts of chemistry core literacy.Therefore,this paper focuses on the teaching design of students 'evidential reasoning and model cognitive ability in the existing high school teaching situation.In the investigation and study,the author has carried on the teacher interview and the questionnaire to the internship school,obtained the school student ' s ' evidence reasoning and model cognitive ability ' teaching present situation and the college entrance examination question inspection direction,the training strategy and the teaching design suggestion,the school teaching condition and so on related information,based on the above information,puts forward the following teaching strategies : 'teaching based on the new curriculum standard and the new edition teaching material ','transfer the training focus to the cultivation of students ' reasoning and thinking model construction ability ',' chemistry teaching more use interesting situation ',' cultivate the habit of students 'active thinking'.According to the different types of situational materials,based on the teaching strategies,the author chooses four representative class hours for teaching design and practice.Finally,the practical effects of the experimental group and the control group were analyzed and students were interviewed,and it was concluded that the teaching design had reference value.