摘要
证据推理是学生以其经验为基础、问题为起点,根据教师提供的一个或几个学习材料(已知判断),得出目标概念(新判断)的深度思维过程。通过梳理和界定证据推理的概念、证据类型、证据推理过程及核心要素,建构出实验探究教学中以"问题、解释、假设、证据、推理、结论"为要素及其之间关系的证据推理线形模型和循环模型,以此分析视角及其框架对"离子反应"教学中证据推理的过程进行了分析,并基于证据推理的6要素得出培养学生证据推理能力的启示与建议,达到证据推理过程中基本思想方法的外显,落实证据推理与模型认知的化学学科核心素养,也为今后的教学实践提供核心推理思路及教学建议。
Evidence reasoning is a deep thinking process in which students draw the target concept(new judgment) based on one or several learning materials(known judgments) provided by the teacher, students’ experience and problems. This study constructed the evidence linear process models and cyclic process models that takes "problems, explanations, assumptions, evidence, reasoning, conclusions" as the elements and their relationships by combing and defining the concepts, types of evidence, evidence reasoning process and core elements of evidence reasoning in experimental inquiry teaching. Moreover, this paper uses this analytical perspective and framework to analyze the process of evidence reasoning in the teaching of "ion reaction", and drew inspiration and suggestions to cultivate students’ evidence reasoning ability based on the six elements of evidence reasoning. To achieve the evidence reasoning process the manifestation of the basic thinking methods in the implementation of the core literacy of the chemistry discipline that implements evidence reasoning and model cognition also provides core reasoning ideas and teaching suggestions for future teaching practice.
作者
杨梅
莫尊理
张英
王培
YANG Mei;MO Zun-Li;ZHANG Ying;WANG Pei(College of Education,Northwest Normal University,Lanzhou 730070,China;Collge of Chemistry and Chemical Engineering,Northwest Normal University,Lanzhou 730070,China)
出处
《化学教育（中英文）》
CAS
北大核心
2020年第17期60-65,共6页
Chinese Journal of Chemical Education
基金
国家自然科学基金(51262027)
甘肃省科技支撑项目(1104GKCA019)。
关键词
实验探究
证据推理
案例研究
离子反应
evidence reasoning
ion reaction
experimental investigation
single case study
