Research On The Design And Practice Of Inquiry-Based Teaching In Junior High School Chemistry Based On Evidence-Based Reasoning

As a fundamental activity of scientific inquiry,inquiry-based teaching refers to students independently or collaboratively exploring in authentic situations,discovering and learning new knowledge,and attempting to use this knowledge to solve problems.Evidence-based reasoning is the foundation for cultivating students’ rational thinking and scientific inquiry literacy,and it has a guiding role in constructing an inquiry-based teaching framework.This study combines the elements of evidence-based reasoning with inquiry-based teaching,and constructs a middle school chemistry inquiry-based teaching model based on evidence-based reasoning.The design of exploration activities is carried out by using chemistry experiments and investigation reports as carriers,aiming to provide valuable practical cases for middle school chemistry inquiry-based teaching.This study used the literature research method to review the research status of evidence-based reasoning and inquiry-based teaching at home and abroad,and to define the concepts of evidence-based reasoning and inquiry-based teaching.Guided by the constructivist learning theory,Toulmin’s argumentation model,and the multiple intelligence theory,the study analyzed the elements of evidence-based reasoning and the process of inquiry-based teaching,and determined the constituent elements of evidence-based inquiry-based teaching:problem situation,activity evidence,reasoning and justification,activity evaluation,and activity outcomes.These elements were integrated into the implementation process to construct a model of evidence-based inquiry-based teaching in middle school chemistry.The model was implemented through five stages:creating a situation and posing a problem,decomposing the problem and clarifying the task,finding evidence and formulating a plan,reasoning and explaining the results,and summarizing and evaluating the outcomes.Based on the model,case designs and practices were carried out using the topics of "exploring the composition of air," "designing an air quality survey report," and "deciphering the oxygen respirator" in the ninth-grade chemistry textbook published by the People’s Education Press.After the practices,the students’ performance in the inquiry process was evaluated through classroom observation,activity task sheets,and case test questions.The changes in students’ inquiry willingness,evidence collection abilities,and reasoning and judgment abilities were assessed through a survey questionnaire,and students’ experiences and gains from evidence-based inquiry-based teaching were explored through student interviews.The research results indicate that combining evidence reasoning with inquiry-based teaching has research value and application prospects.The five stages of the inquiry-based teaching model based on evidence reasoning can effectively reflect evidence guidance and reasoning processes.After practice,students’ willingness to explore,ability to collect evidence and judge reasoning have also significantly improved.They can analyze evidence,induce activity knowledge and construct cognitive thinking patterns well.Therefore,the evidence-based inquiry-based teaching model in junior high school chemistry is effective in cultivating students’ evidence reasoning abilities and scientific inquiry literacy.