Teaching Research On Cultivating Senior High School Students' Literacy Of “Evidence Reasoning And Model Cognition” Based On PBL Teaching Mode

“The Chemistry Curriculum Standard for General Senior High School(2017 edition,revised in 2020)” puts forward the educational concept of the core literacy of chemistry discipline,in which “evidence reasoning and model cognition” is one of the more important aspects.It requires students to form the habit of using evidence reasoning and modeling ideas to solve problems through the learning of chemical knowledge,which is also a necessary ability for students' future development.Therefore,we should not be limited to the traditional teaching mode in teaching.In this study,a non-traditional teaching mode,namely PBL(problem-based learning)teaching mode,is adopted.It mainly takes problem-driven as the task in the real situation,follows the good guidance,gradually solves problems through independent research and group cooperation,and cultivates students' logical thinking and dialectical ability,which coincides with the teaching concept in the curriculum standard.This paper adopts PBL teaching mode to cultivate students' core literacy of “evidence reasoning and model cognition” and effectively promote classroom teaching.Firstly,the research background and current situation of PBL teaching model and “evidence reasoning and model cognition” are understood through literature method.Under the guidance of Constructivism Theory,Situational Cognition Theory and Zone of Proximal Development Theory,the concepts of the models related to this paper are defined,and the basic elements and process of PBL teaching model are pointed out.Secondly,on the basis of reading the literature,PBL teaching mode is applied to the chemistry teaching of senior one according to the actual situation through the practical research method.Before the practice,the monthly test scores of the two classes are taken as the pre-test scores,and there is no significant difference between the two classes through the results analysis,so one class is taken as the experimental class and the other as the control class.In practice,according to the curriculum standards,the classroom implementation framework of cultivating “evidence reasoning and model cognition” based on PBL teaching mode is designed.By analyzing the teaching contents applicable to semantic model,element compound model and chemical calculation model in the compulsory one textbook,the teaching design is carried out according to the specific contents.At the same time,it is practiced in the experimental class,and the traditional teaching mode is still used in the control class.After the practice,the test paper is compiled and tested in the experimental class and the control class.Taking the test results as the post-test results,the effect of PBL teaching mode on cultivating “evidence reasoning and model cognition” is analyzed quantitatively.Thirdly,the cultivation effect of PBL teaching mode on “evidential reasoning and model cognition” is analyzed from the qualitative perspective of experimental class and control class by questionnaire survey.By interviewing some students of the experimental class,this paper analyzes the training effect of PBL teaching mode on “evidential reasoning and model cognition” from another qualitative perspective.The results show that PBL teaching mode contributes to the improvement of chemistry scores and promotes the development of“evidence reasoning and model cognition”.Through the analysis of the results of questionnaires and interviews,it is further proved that the application of PBL teaching mode can improve students' autonomous learning ability and group cooperation ability,and cultivate students' core literacy of “evidence reasoning and model cognition”.