Research On Instructional Design And Application Based On "Evidence Reasoning And Model Cognition" ——A Case Study Of "Sodium And Its Compounds"

The new round of curriculum emphasizes that the focus of classroom teaching is on the cultivation of core literacy.The research on "evidence reasoning and model cognition",which is the core of chemistry’s core literacy thinking,has received more and more attention from chemistry education researchers in recent years.However,the implementation of "evidentiary reasoning and model cognition" into the specific classroom teaching process needs further research on how effective the teaching is.Through teacher interviews,we learned that front-line chemistry teachers believe that evidence plays an important role in the construction of models,and they agree with the core literacy value of chemistry.By collecting 200 valid students questionnaires,analyze the students’ "learning interest and study habits" and the development status of students’ "evidence reasoning and model cognition" literacy,so as to design more targeted teaching design that students are interested in.ready.Taking "sodium and its compounds" as the specific foothold,according to the teaching strategies and teaching steps of "evidence reasoning and model cognition",the teaching design of "sodium and its compounds" for three class hours is carried out,test the level of students’ "evidence reasoning and model cognition" literacy,and verify the implementation of the teaching effect based on "evidence reasoning and model cognition".A group sampling method was taken to select a level class in the first grade as the research object,and the teaching effect was evaluated by three classroom exercise questions,and the results showed that the score rate of the overall literacy level of the participants showed a gradual downward trend from level 1 to level 4.90.5% of the total number of people reached literacy level 1,62.1% of the total number reached literacy level 2,51.0% of the total number reached literacy level 3,and 38.0% of the total number reached literacy level 4.Nonparametric tests were performed,where there was a significant difference in levels 1,2,and 4.The results show that the teaching based on the design of the institute has a certain degree of influence on the students’ "evidence reasoning and model cognition" literacy.At the confidence level of 0.05,an independent sample t-test was conducted,and the results showed that there were significant differences in the literacy level 2 and 4 between boys and girls,and girls were better than boys.Through teachers interview,we can understand the recognition of front-line chemistry teachers on the core literacy values of chemistry disciplines,and put forward the views on the implementation of "evidence reasoning and model cognition" literacy in the classroom.Through questionnaire surveys,it was learned that high school freshmen lacked sufficient knowledge of "models" in chemistry,and students were willing to participate in the teaching process of model construction in chemistry.By analyzing the classroom assessment questions based on the literacy of "evidence reasoning and model cognition",not only teachers can timely understand the achievement of students’ literacy and the achievement of the teaching objectives of each class,but also help teachers adjust the teaching content,so that they can better implement the cultivation of core literacy in chemistry.