Design And Implementation Of High School Element Compound Teaching Based On Evidential Reasoning

Since the implementation of the new curriculum reform in 2017,cultivating students’ subject core literacy has become the focus of discussion between most educational researchers and front-line teachers.The new curriculum standard of ordinary high school,2017 edition(hereinafter referred to as the new curriculum standard)clearly defines the five dimensions of the core literacy of chemistry,which provides a reference direction for the first-line chemistry teachers to cultivate students’ ability,mainly including making students master the method of scientific thinking,cultivating students’ consciousness of analyzing problems from different angles and developing students’ scientific innovation ability.Based on the analysis of the current situation of evidence reasoning teaching at home and abroad,this paper determines the core tasks to be studied,namely: targeted evaluation of students’ evidence reasoning literacy and design of teaching cases that help students develop evidence reasoning literacy and implementation.Aiming at the core task of the research,this paper adopts literature analysis,practice research and interview test method.Firstly,the core concepts of evidential reasoning and element compounds are defined by referring to relevant data.On this basis,the evaluation tools and teaching research carriers of evidential reasoning literacy are determined.Secondly,on the basis of literature analysis,research,draw lessons from the existing evidence reasoning literacy evaluation criteria,combined with the characteristics of teaching content and learning methods of the evaluation criteria for reference to make appropriate adjustments to the information representation,information collection,reasoning rigor,scientific reasoning,argument structure,normative reasoning and other six sub-competence level division,as the evaluation criteria for students’ evidence reasoning literacy in this study,followed by the preparation of open pre-test and post-test chemical questions,the previous test questions to diagnose the initial level of students’ evidence reasoning literacy,according to the analysis of the initial level of students’ ability,combined with relevant teaching theory.The teaching strategy based on evidential reasoning is proposed from multiple perspectives and the teaching design is carried out for the content of elements and compounds.On the one hand,the content requirements,academic requirements,teaching methods and students’ learning situation of each class are analyzed in combination with the new curriculum standard.On the other hand,students’ activities are designed to clarify the specific role of various activities in the cultivation of students’ evidential reasoning literacy,so that students can develop various sub-abilities of evidential reasoning in the process of scientific exploration.After the teaching implementation is completed,the effect of teaching implementation is tested in the form of interview and test method,and the effectiveness of case teaching design based on evidence reasoning literacy is verified from the comparative analysis of the results.The conclusions of this study are:First,the refinement of the evaluation criteria of evidential reasoning literacy helps teachers to clarify the training focus.Second,case teaching design based on evidential reasoning ability can promote the development of students’ evidential reasoning literacy to some extent.Third,The teaching mode based on evidence reasoning is beneficial to stimulate students’ interest in learning.Fourth,through the analysis of the effect of teaching implementation,we can learn the teaching strategies proposed in this study: problem-driven,stimulate students’ awareness of evidence;clear the value of chemical symbols,strengthen students’ awareness of information representation;guide students to identify the level of evidence,improve the depth of reasoning thinking;it is effective to carry out rich demonstration activities and let students’ experience scientific argumentation process for the cultivation of students’ evidential reasoning ability.