Abstract Based on the connotation and related research of “evidence reasoning” in the core literacy of chemistry subject proposed in the Curriculum Standards for General High School Chemistry (2017 Edition and 2020 Revision), the core literacy of “evidence reasoning” was further deconstructed into three elements: “interpretation of evidence” “relationship between evidence and conclusion” “evaluation of evidence”, and the evidence according to its present form was also divided into reaction mechanism, experimental data, technological process, and experimental scheme. According to the constructed framework of“evidence reasoning”for test analysis, the characteristics of the tests of college entrance examination of chemistry (from the national test papers)in recent five years were analyzed, and some proposals for improving chemistry teaching were also put forward.
BAI Yun, LI Na-Na, DENG Yang. Analysis on Characteristics of “Evidence Reasoning” in Recent Five Years College Entrance Examination of Chemistry (National Test Papers)[J]. Chinese Journal of Chemical Education, 2022, 43(15): 19-25.
