The Cultivation Of Core Literacy Of Evidential Reasoning And Model Cognition

The “Chemistry Curriculum Standards for Senior High Schools(2017 Edition)” put forward the core literacy of chemistry,and divided the core literacy into five dimensions: macro identification and micro analysis,changing concepts and balanced thoughts,evidential reasoning and model cognition,scientific inquiry and innovation consciousness,scientific attitude and social responsibility.Among them,"evidential reasoning and model cognition" is the thinking characteristics of the core accomplishment of chemistry discipline,an important thinking mode of chemistry learning,and a description of the characteristics of chemical science from the perspective of chemical thinking.With chemical equilibrium knowledge as a starting point and chemical process as the context,this research studied the effect of“evidential reasoning and model recognition” literacy on the cultivation of students’ thinking ability in high school chemistry teaching,and designed the teaching plans pertinently.Combined with interviews with teachers and students,the teaching strategies and methods for cultivating students’ "evidential reasoning and model cognition" literacy in high school chemistry teaching are proposed.This thesis expounded the background and significance of the research by referring to the literature,and understood and defined the concept of "evidential reasoning and model cognition".After analyzing the research status of "evidential reasoning and model cognition",and taking constructivism,metacognition theory,and cognitive assimilation theory as the theoretical basis of the research,the thesis drawed a conclusion that in high school chemistry teaching,the cultivation of "evidential reasoning and model cognition" is conducive to the improvement of students’ thinking ability and the internalization of core literacy.Based on the author’s teaching experience and understanding of the learning situation,the research ideas were designed.The characteristics of teaching objects,teaching contents and propositions were analyzed through statistical analysis and interview methods.Taking the application of chemical equilibrium principle in high school as an example,the knowledge frame and model of chemical equilibrium as the basic knowledge of teaching design were analyzed.On this basis,the teaching objectives of "evidential reasoning and model cognition" teaching design are established,and different models are summarized according to the level division of "evidential reasoning and model cognition" from simple to complex.Combined with the new curriculum standards,the integrated strategy of "teaching,learning and evaluation" was put forward.The multi-dimensional detailed table was compiled for each class hour,and the test questions were compiled based on the knowledge points investigated.The differences and scoring rates of students were systematically analyzed by MS Office Excel and SPSS Statistics23 software.It was concluded that there is little difference between the experimental class and the control class in the requirements of the low level of "evidential reasoning and model cognition",while there is a large gap for the high level requirements,and with the passage of time,the gap in students’ literacy will become larger and larger,indicating that "evidential reasoning and model cognition" plays an important role in the training of thinking.Finally,the students and teachers involved in this study were interviewed to understand the views of the experimental class and the control class on the teaching and the feelings of teaching activities.It was found that the teaching of chemical process combined with the actual practice is more conducive to cultivating students to think from multiple perspectives and improving their thinking ability.Based on the research results,the following teaching suggestions are put forward:(1)Setting up effectiveness questions to improve teaching efficiency.(2)Integrate situational teaching and discuss problems from multiple angles.Finally,combined with the teaching design concept of cultivating "evidential reasoning and model cognition" literacy and the understanding of "evidential reasoning and model cognition" literacy,the shortcomings of the research were pointed out and prospects were made.