| The development process of chemical theoretical knowledge is a process of verifying or proposing new theories through continuous experiments or from existing theories,which has the characteristics of abstraction,generally with tight logic and learning hierarchy.When studying chemistry,high school students tend to study of theoretical knowledge on the surface,lack of summary and induction,and ignore the regularity and construction process of chemical knowledge.It is easy to have the tendency of mechanical learning,and it is impossible to transfer knowledge to solve practical problems.Evidence reasoning is one of the important dimensions of the core literacy of the chemistry.Based on evidence reasoning,the teaching of theoretical knowledge of chemistry will be carried out.Through the abstract thinking process of analytical reasoning induction and generalization,it explains the essence and laws through the occurrence of phenomena,and completes the independent construction of knowledge,which is conducive Solve the essence of theoretical knowledge of chemistry,improve learning efficiency,and promote the development of students’ scientific literacy and thinking ability.Based on the teaching and research of theoretical knowledge of high school chemistry,in this paper,the research background,research purpose and significance,research status,research content and research methods were summarized in connection with the new curriculum reform and the requirements of the new curriculum standard,and the relationship between chemical theoretical knowledge learning and evidence reasoning was put forward.According to the arrangement of the content of the experimental textbook of the general high school curriculum standard of chemistry and the content standard of the theoretical knowledge in the curriculum standard,the distribution range of the theoretical knowledge in the textbook was clarified.Referring to the relevant teaching theories and the views put forward by different scholars,laid the theoretical foundation for the research of this study.The questionnaire was used to investigate the development status of evidence reasoning ability in the theoretical knowledge of high school students,and it revealed the development status and existing problems of evidence reasoning ability in the teaching of chemical theoretical knowledge.It also analyzed the reasons for the formation of the current situation from the aspects of students’ learning habits,learning enthusiasm,characteristics of chemical theoretical knowledge,teacher literacy and social orientation.On the basis of the investigation results,the methods and ways to cultivate evidence reasoning ability were proposed from the three aspects of problem awareness,evidence awareness and reasoning ability respectively,so as to promote students to implement evidence reasoning ability in learning chemical theoretical knowledge.Under the guidance of the teaching strategy for the cultivation of evidence reasoning ability,the basic idea of teaching case design of "high school chemistry theoretical knowledge based on evidence reasoning" was put forward,and specific cases of cultivating students’ evidence reasoning ability in high school chemistry concept teaching and principle teaching were listed.Teaching practice was carried out for teaching case design.After practice,the feasibility and effectiveness of the strategy are evaluated qualitatively and quantitatively through the paper-pencil test method and interview method.The results show that this teaching method has a certain effect on developing students’ evidence reasoning ability and improving the learning quality of theoretical knowledge,and also improves students’ interest in learning theoretical knowledge of chemistry.It proves that the theoretical knowledge teaching theory of chemistry based on evidence reasoning is scientific,and the teaching strategy and teaching case design proposed on this basis are feasible. |
