Performance Evaluation Of High School Chemistry Based On The Literacy Of "Evidence Reasoning And Model Cognition"

At present,we are implementing the new curriculum reform,which mentions that the educational evaluation method needs to change from paying attention to students’ grades to paying attention to students’ learning process.The concept of paper and pen test is far from that of the new curriculum,which cannot give strong support to the reform of the new curriculum of chemistry.Therefore,it is necessary to reform the evaluation method of chemistry and find an evaluation method that conforms to the requirements of the new curriculum.Expressive evaluation can not only judge students’ learning results,but also observe students’ performance in the learning process,and judge students’ thinking and skills.Obviously,expressive evaluation has advantages that paper-and-pencil tests lack.The application of expressive evaluation in chemistry meets the needs of educational evaluation reform,and also meets the requirements of the integration of "teaching,learning and evaluation"."Evidential reasoning and model cognition" is a way of thinking with internal recessive.Combining it with performance evaluation can help teachers and students to understand the development of students’ "evidential reasoning and model cognition" and improve teachers’ teaching and students’ learning.It not only provides a new idea for the study of "evidence reasoning and model cognition" literacy,but also better promotes the implementation of "evidence reasoning and model cognition" literacy.By reading literature,this paper sorts out the research status of performance evaluation and "evidential reasoning and model cognition" literacy,defines the definition of performance evaluation and "evidential reasoning and model cognition" literacy,and re-divides the "evidential reasoning and model cognition" literacy to clarify the research purpose,significance,content and methods.With the theoretical support of constructivism theory,multiple intelligences theory and situational cognition theory,a questionnaire was designed to investigate the current situation of teaching evaluation in practice schools,teachers and students’ cognition of "evidential reasoning and model cognition" and performance evaluation,the application of performance evaluation,the implementation of "evidential reasoning and model cognition" and the factors affecting teachers’ use of performance evaluation.Based on the analysis of the questionnaire results,it is found that there are fuzzy evaluation criteria,evaluation objectives and evaluation tasks in current teaching evaluation.Based on this,the author puts forward the requirements of constructing the performance evaluation scale of "evidential reasoning and model cognition" literacy:(1)clear evaluation objectives;(2)Concretization of evaluation tasks;(3)Simplification of evaluation tools;(4)Hierarchical evaluation criteria;(5)Scientific evaluation rules.In order to test the feasibility and effectiveness of the performance evaluation scale of "evidence reasoning and model cognition",the teaching practice was carried out in the first two classes of a demonstration middle school in Nanning City.Through the analysis of the scores before and after test and the changes of students’ "evidential reasoning and model cognition" literacy,it is found that the performance evaluation scale of "evidential reasoning and model cognition" literacy can promote the improvement of students’ "evidential reasoning and model cognition" literacy,improve students’ ability of evidence collection,analytical reasoning,model construction and model application.It shows that the performance evaluation scale of "evidential reasoning and model cognition" is feasible and effective.Due to the limitations of the author’s research ability and teaching level,as well as the ephemeral nature of educational practice,the performance evaluation scale of "evidential reasoning and model cognition" literacy compiled in this study needs to be further developed and improved,and it is also hoped to continue in-depth research on "evidential reasoning and model cognition" literacy and performance evaluation in the future.Develop other methods to evaluate "evidential reasoning and model cognition" literacy,and try to combine performance evaluation with other core literacy in chemistry.