2017年国家修订并发布了新的普通高中化学课程标准（2017版），与2003版课程标准相比，最重要的变化之一就是凝练了化学的学科核心素养，具象为五个维度：“宏观辨识与微观探析”、“变化观念与平衡思想”、“证据推理与模型认知”、“科学探究与创新意识”和“科学态度与社会责任”。本文选取了“证据推理”作为研究的核心方向，运用文献分析法、访谈法和问卷调查法，以建构主义和最近发展区理论为指导，界定了核心素养、化学学科核心素养、证据、推理、证据推理的基本含义，分析新课程标准附录中的示范教学案例总结出本研究中教学设计的基本框架，以笔者正在执教的江西省赣州市某学校的高二学生为研究对象进行了持续一个学期的基于证据推理的教学实践，获得以下3方面的研究成果：

第一，完成了人教版高中化学教材选修四部分的基于证据推理的教学案例，并且在实践过程中不断地调整，诊断、评价并培养了学生的证据推理素养。经过一个学期的教学，学生的证据推理素养得到了明显提升。

第二，明确了证据推理的操作性流程，促进了将学生思维中内隐的证据推理过程外显化。即首先创设情境引起认知冲突，提出问题，调用各种理论证据、事实证据进行第一次的证据推理，提出猜想，再通过实验设计收集新的证据对所提出的猜想进行证实或者证伪，运用合理的推理方式形成结论。

第三，针对在基于证据推理的实践教学过程中产生的问题，提出了具体的改进建议。

In 2017, the country revised and released new general high school Chemistry Curriculum  (2017 edition). Compared with the 2003 edition of the curriculum, one of the most important changes is to condense the core competences of chemistry, with five dimensions: "Macro Identification and Microscopic Analysis", "Change Concept and Balanced Thought", "Evidence Reasoning and Model Cognition", "Scientific Inquiry and Innovation Awareness" and "Scientific Attitude and Social Responsibility".This thesis selects" evidence reasoning "as the main direction of the study, and guided by constructivism and the theory of recent development zones, the author uses the literature analysis method, interview method and questionnaire survey method to define the basic meanings of key competences of chemistry subject, evidence, reasoning, and evidence reasoning. In addition, the example teaching cases in the appendix to the New Curriculum is analyzed to summarize the basic framework of the instructional design in this research. The research conducted a semester-based teaching practice of evidence-based reasoning, and results are as follows:

Firstly, completed the teaching case based on evidence-based reasoning in the elective version of the senior high school chemistry textbook four, and continuously adjusted, diagnosed, evaluated, and cultivated students' evidence-based reasoning literacy in the practice process. After a semester of teaching, students' evidentiary reasoning literacy has been significantly improved.

Secondly, it clarifies the operational process of evidence reasoning, which promotes the explicitization of the implicit evidence reasoning process in students' thinking. That is to say, the situation is first created to cause cognitive conflict, questions are raised, various theoretical and factual evidences are invoked for the first evidential reasoning, and conjecture is put forward. Then new evidences are collected through experimental design to prove or falsify the conjecture, and conclusions are formed by using reasonable reasoning methods.

Thirdly, in view of the problems in the process of practice teaching based on evidential reasoning, some concrete Suggestions for improvement are put forward.