A Study On The Evidence Reasoning Ability Of High School Student

In order to adapt to the background of social development and curriculum reform in the new era,the Ministry of Education promulgated the "General High School Chemistry Curriculum Standards(2017 Edition Revised in 2020)" in 2020,which puts forward the core competencies of chemistry disciplines to promote students’ all-round development,in which evidential reasoning,as an irreplaceable key skill in the process of analysis,hypothesis,problem solving and scientific research,has always played a leading role in the reform of science education.However,previous studies have mainly elaborated on educational methods and lacked the support of practical tests;The reasoning process of studying the national paper and the provincial college entrance examination questions is not perfect enough for the development of the entire high school chemistry curriculum.This study confirmed that the three components of evidentiary reasoning ability are evidence,reasoning ideas and reasoning conclusions.Moreover,four types of reasoning(proportional reasoning,analogical reasoning,control variable reasoning,and combinatorial reasoning)are common in the study of chemical institutions and properties in high school.The reasoning tasks and reasoning ideas involved in the module on the structure and properties of chemical substances involved in the high school chemistry curriculum standards and textbooks were sorted out and summarized.The explanatory reasoning ability composition model and evaluation index of the structure and properties of chemical substances in high school were constructed,test questions were compiled,and evaluation criteria were set,and senior students from three schools in Shenyang were selected to participate in the test,and through interviews with teachers,the current status and existing problems of their evidence-reasoning learning ability in the study of the structure and properties of chemical substances were obtained.In general,the third year students in the three schools in Shenyang have the ability to reason about the evidence in terms of the structure and properties of chemical substances at level 2,which is at the average level.From the analysis of reasoning ability elements,most students can correctly collect evidence and form reasoning ideas for simple exercises that only test isolated knowledge,but in the face of exercises with complex backgrounds and strong comprehensiveness,students often have no way to start,or even cannot collect evidence correctly,and it is difficult to express the conclusions completely and accurately.From the perspective of reasoning types,most students complete relatively well the tasks of proportional reasoning,analogical reasoning and combinatorial reasoning with medium and low difficulty.However,analogical reasoning and control variable reasoning in difficult reasoning tasks can only be mastered by a few students.Based on the above information,this study proposes to attach importance to basic knowledge and build a knowledge system.Pay attention to cultivating information processing ability and guide students to extract keywords of topics;Pay attention to the cultivation of thinking logic,and guide students to make their reasoning ideas external;Pay attention to the cultivation of reasoning ability,and clarify four teaching strategies such as reasoning types and reasoning elements for front-line teachers to choose.