Design And Practice To Develop Evidence-based Reasoning Ability Based On Big Ideas

The continuous progress and development of science and technology,and the era of information explosion followed,posing new challenges to education.It is mainly reflected in the requirement of educating people from knowledge memory to information processing,and from mastering as much knowledge as possible to mastering core knowledge.Under the background of the new round of curriculum reform,the integration of knowledge and development literacy has become the main goal of education,and how to teach students core knowledge and cultivate students’ information processing ability has become the main topic of education.The "General High School Chemistry Curriculum Standards(2017 Edition and 2020 Revision)" issued by the Ministry of Education clearly pointed out that it is necessary to take the major concept of the subject as the core,make the course content structured,take the theme as the guide,contextualize the course content,and promote the implementation of the core literacy of the subject.Therefore,this paper intends to start from the big concept of high school chemistry,take the curriculum standards as the guide,carry out unit teaching design and practice,and hope to propose teaching strategies that can effectively promote knowledge structuring and evidentiary reasoning literacy.By analyzing the definitions of big concepts and evidence reasoning in relevant literature and science curriculum standards at home and abroad,the connotation of big concepts and evidence reasoning is deeply explored,and a unit teaching design and evaluation mode based on big concepts is constructed.Through the analysis of interdisciplinary concepts and core concepts in science and chemistry curriculum standards at home and abroad,taking the compulsory content of high school chemistry "the structure and properties of matter" as the theme research object,combined with the analysis of domestic mainstream textbooks,the unit teaching design and practice of developing students’ evidentiary reasoning literacy based on the big concept are carried out,and the teaching evaluation is carried out by unit testing.The results of the study showed that:(1)Big concept is a general term for a class of concepts,methods,and principles that reveal the essence of different themes,disciplines and even science.It has the characteristics of generalization and abstraction,and has important values such as integrating scattered knowledge,facilitating knowledge transfer,promoting the understanding of the essence of disciplines,breaking disciplinary boundaries to build a scientific world,and establishing a concept of life,including different levels such as basic concepts,core concepts of disciplines,and interdisciplinary concepts.(2)Unit-based and problem-based teaching is of great significance to students’ acquisition of core knowledge and development of evidentiary reasoning literacy.Actively create chemical history situations and experimental situations,set key issues consistent with the situation and students’ cognitive development,so that classroom teaching revolves around the acquisition of big concepts,which can effectively cultivate students’ ability to analyze and reason from macro and micro perspectives,and help students construct knowledge structures.The connotation and definition of big concepts are clarified,which enriches the research of big concept theory and provides reference for subsequent research on big concepts.Taking the structure and properties of matter as an example,a case development was carried out,a unit teaching design and evaluation model based on a large concept was proposed,and a teaching strategy to promote knowledge structuring and implement evidentiary reasoning literacy was proposed for the reference of front-line teachers.