Research On Middle School Chemistry Teaching From The Perspective Of Evidential Reasoning And Model Cognition

In the background of the new college entrance examination,shifting system and system of selecting subjects has brought both new challenges and opportunities to chemistry teaching.The proposal of the chemistry core competence points out a new teaching direction,which is to take students as the main body and to pay attention to the process of students’ cognitive development.Among the five core competence,“evidence reasoning and model cognition” emphasizes the cultivation of chemistry thinking.Therefore,it is an urgent task to find an effective way to cultivate the“evidence reasoning and model cognition” core competence in chemistry teaching.According to the literature reviews of “core competence”,“chemistry core competence” and “evidence reasoning and model cognition” at home and abroad,the research on “core competence” starts early in foreign countries,so the research results are abundant.The results can provide an important reference for relevant researches in our country.There are a large number of the theoretical researches on “chemical core competence” and “evidence reasoning and model cognition” core competence,while the practical researches are rare in our country.Therefore this study takes “Chemical Reactions and Electric Energy” as an example to conduct teaching practice research from the perspective of the cultivation of “evidence reasoning and model cognition”core competence.In order to know about the status of “evidence reasoning and model cognition”core competence’s cultivation,the research are performed in the method of questionnaire and interviewing teachers conducted among the senior 2 students and chemistry teachers.The results of questionnaire and interviewing teachers show that the implementation of “evidence reasoning and model cognition” core competence in chemistry teaching is not ideal,and there exist problems as follows.First,students’ learning ability is uneven,and their awareness of “evidence reasoning and model cognition” is insufficient.Second,on account of the heavy teaching tasks,it is difficult for teachers to implement “competency-oriented” class.Third,due to the lack of professional guidance,it is difficult for teachers to permeate core competence in teaching process.On the basis of the results of questionnaire and interviewing teachers,and by the requires of the Chemistry Curriculum Standards in 2017 for the “evidence reasoning and model cognition” core competence and the theme of “chemical reactions and electric energy”,it comes to the conclusion that teachers can cultivate the “evidence reasoning and model cognition” core competence through the process of scientific inquiry.The specific teaching strategies are as follows:(1)stimulate students’ interest in learning through the creation of real situations;(2)link up the process of scientific inquiry by means of evidence reasoning;(3)explore the micro-world through the method of model cognition.Based on the above teaching strategies,three teaching cases are designed for teaching practice,including galvanic cell,electrolytic cell,and corrosion and protection of metal cases.Furthermore,based on the four levels of academic quality of “evidence reasoning and model cognition”core competence in the Chemistry Curriculum Standards,a test on electrochemistry chapter is designed to value the cultivation of students’ evidence reasoning and model cognition core competence.In order to verify the feasibility of the teaching strategy,two classes are taught as the practice objects for one month in this study.The data analysis software IBM SPSS Statistics 27 is used to compare and analyze the results of the experimental class and the control class before and after the experiment.Combined with student interviews’ results,the teaching based on “evidence reasoning and model cognition” is helpful to cultivate students’ discipline thinking ability,improve students’ scores,promote the implementation of core competence,and finally achieve the original intention of education.Cultivation of the core competence is a long process.This article investigates and discusses the “evidence reasoning and model recognition” core competence cultivation strategies in “chemical reaction and electric energy” theme.It is significant to promote the development of students’ chemical core competence.Furthermore,it’s worthwhile to have more education scholars to join the research about core competence and really achieve the core competence in chemistry teaching.