A Practical Study Of High School Chemistry Performance Evaluation Based On "Evidential Reasoning And Model Cognition" Literacy

Under the background of the globalization of literacy,the original education model can hardly meet the needs of talent cultivation in China.Various countries have set off the upsurge of research core literacy,emerged rich research results.In 2016,China officially promulgated the Core Literacy of Chinese Students’ Development,which provides a guiding basis for the new curriculum reform.In order to realize the cultivation goal of core literacy,each discipline has developed corresponding core literacy based on its own characteristics.Core literacy concept and the development of the new curriculum reform,make people realize that the traditional teaching evaluation is difficult to meet the new era of innovative awareness and ability of logical reasoning and scientific thinking training requirements,and the performance assessment and the concept of new curriculum reform in our country,emphasize on students in activities reflect the key ability and the comprehensive evaluation of complex thinking.The accomplishment of "evidential reasoning and model cognition" in chemistry core literacy is an important scientific thinking method.The combination of performance assessment and "evidential reasoning and model cognition" accomplishment can give full play to the advantages of expressive evaluation in evaluating students’ advanced thinking abilities such as evidential reasoning and model cognition,and improve the development level of students’ core literacy.By referring to foreign research results and combining the educational reality in China,this paper summarizes the research situation of performance evaluation,chemical core literacy and "evidential reasoning and model cognition" literacy,and clarifies the research content,purpose,significance and methods.Then,under the guidance of constructivism learning theory,multiple intelligence theory and educational evaluation theory,a questionnaire was designed to investigate the application status of expressive evaluation of "evidential reasoning and model cognition" literacy,and the application status and existing problems of expressive evaluation in high school chemistry teaching were analyzed.It provides practical basis and reference for constructing the expressive evaluation framework of "evidential reasoning and model cognition" literacy.Based on the above understanding,the accomplishment and academic quality requirements of "evidential reasoning and model cognition" in the new curriculum standard are systematically analyzed,and the performance assessment framework of "evidential reasoning and model cognition" accomplishment is constructed:（1）define the evaluation objective,（2）develop the evaluation task,（3）determine the evaluation content,（4）formulate the evaluation gauge,（5）test the reliability and validity of the scale,（6）design reverse teaching.In order to promote the performance assessment from writing to reality and test the feasibility and effectiveness of the performance evaluation criterion of "evidential reasoning and model cognition" accomplishment,a semester of teaching practice was carried out in Class2113 and Class 2115 of grade one in Yongning Senior Middle School.Based on the analysis of the "evidential reasoning and model cognition" literacy test before and after the test,the interview of students at different levels after class and the change of students’ final exam scores,the practical effect of performance assessment combined with "evidential reasoning and model cognition" literacy was obtained.The results showed that the implementation of the performance evaluation scale based on "evidential reasoning and model cognition" literacy had a positive effect on the students’ "evidential reasoning and model cognition" literacy,and the students’ analytical reasoning ability was enhanced,as well as their evidence awareness,cooperation awareness and demonstration ability.The practical research shows that the high school chemistry performance evaluation scale based on "evidential reasoning and model cognition" accomplishment has certain validity and feasibility.Because the practice time is short and the limitations of my research ability and teaching level,this study proposed the "evidence reasoning and model recognition" literacy gauge performance assessment,and scale remains to be further improve in the future.I hope that I can make a different direction from different angles in the future study of chemical core quality and performance assessment.