Practical Research On Evidence Reasoning And Model Cognitive Teaching Strategies In High School Chemistry

Nowadays,all countries are actively exploring educational reform suitable for their talent development.The emergence of core literacy has become a hot topic for educators,and cultivating people with both morality and ability has become the top priority in China's educational reform.As a branch of core literacy,the core literacy of chemistry also shoulders the burden of talent training.The five dimensions of chemical core literacy complement each other and are indispensable;Among them,evidence reasoning and model cognition play a qualitative role in the development of students' chemical thinking.On the basis of combing the research status of evidence reasoning and model cognition at home and abroad,this paper comes to the conclusion of evidence reasoning.The number of practical research on model cognitive teaching strategies is small,and there is no strategy model and teaching design for reference.Based on the research status at home and abroad,this paper puts forward the necessity of practical research on evidential reasoning and model cognition teaching strategy.And To solve this problem as the main line,combined with high school chemistry related knowledge.The paper is based on a questionnaire.This paper analyzes the implementation status of evidence reasoning and model cognition between teachers and students in a middle school in Chongqing Investigation.The survey results generally show that teachers' literacy of evidential reasoning and model cognition is very important in classroom practice.The degree of entry is low.There are three reasons: there is no systematic evidence reasoning and model cognitive strategy process for reference;It is difficult to practice;The teaching effect is difficult to measure.The problems of students are mainly reflected in the attitude and method of chemistry learning,which leads to the weak ability of evidence reasoning and model cognition.Based on the above survey results and combined with the specific implementation of this literacy in the teaching link of front-line teachers,this paper puts forward a deeper exploration on how to design the teaching strategy of this literacy in chemistry.This paper takes the students in the first semester of a high school in Chongqing as the research object.Based on the relevant classification of the compulsory teaching materials,this paper puts forward the theoretical basis,teaching process and precautions in the implementation of the literacy teaching strategy design.Secondly,on the basis of teaching strategy design,provide reference teaching design and put it into practice in the follow-up research.In practical research.Truly combine theoretical and practical research to test the effectiveness of this strategy.For the measurement of teaching effect,this paper will evaluate the results of student interview and pre-test and post-test.And in the learning process of high school chemistry,carry out the cultivation of this literacy.This will not only help to improve students' learning attitude and chemical thinking mode,but also improve students' comprehensive quality and chemical performance.While cultivating students' core chemical literacy,schools should also provide front-line teachers with more learning opportunities and standardized training.In order to understand the latest educational trends of current education and promote teachers' self-growth.From two dimensions to achieve real teaching and learning.In addition,the teaching strategy of evidential reasoning and model cognition proposed in this paper is only a preliminary exploration of this literacy.There are still a lot of deficiencies.It is hoped that more front-line teachers and researchers can join the follow-up research process.Enrich the practical research of this literacy.