Analysis Of The Characteristics And Changing Trends Of Chemical Experiment Questions In College Entrance Examination Since 2000

With the implementation of the “cross-century quality education project”and the gradual development of the eighth basic education curriculum reform,the core function of the college entrance examination has changed from the cultivation and examination of “basic knowledge and skills” to the cultivation and evaluation of “subject competence”.The core function of the college entrance examination has changed from the cultivation and testing of “basic knowledge and skills” to the cultivation and evaluation of “subject competence”.From the perspective of the constituent elements of the chemistry laboratory test questions in the college entrance examination,clarifying the characteristics and changing trends of the test questions since 2000 can not only provide reference and basis for the teaching of chemistry laboratory in secondary schools,but also provide ideas and methods for the evaluation of chemistry laboratory and the cultivation of chemistry laboratory ability in secondary schools.Based on the study of the chemistry test questions and the literature related to chemistry laboratory teaching in secondary schools,it is found that the chemistry laboratory test questions in the college entrance examination consist of four questions:“real situations” “chemical knowledge” “practical problems” and “chemistry laboratory ability”.The four components of the chemistry laboratory test are: “real-life situations”“chemical knowledge” “practical problems” and “chemical experimental ability”.The four components of the college entrance examination chemistry laboratory test are used as the basis,and through the definition of the secondary elements and specific connotations of each component,a framework for the analysis of the college entrance examination chemistry laboratory test is formed.On this basis,the framework for analysing laboratory questions in college entrance examination chemistry is used as a tool to divide the college entrance examination national papers since 2000 into “2001 ?2010” “2011 ? 2014” “2015 ? 2020”,based on the type of college entrance examination chemistry paper.The analysis reveals that the following characteristics and changing trends of the experimental chemistry test questions in the college entrance examination are presented: The first is the creation of situations focusing on social hotspots;the second is the examination of chemistry experimental knowledge emphasising the integration of knowledge themes and experimental types;the third is the focus on solving practical problems in production and life;the fourth is the strengthening of the assessment of practical application and the ability to transfer innovation;and the end is the highlighting of the "all-round development" of talent cultivation requirements.Based on the above findings,this study concludes that in future secondary school chemistry experimental teaching activities,emphasis should be placed on the cultivation of basic knowledge and key competencies,strengthening the comprehensive application of subject knowledge and competencies and the cultivation of students' transferable and innovative abilities.Teachers should implement the teaching of basic experiments in the teaching process to lay a good foundation for the development of experimental activities;they should try to innovate the content of experiments to enhance students' application and practical ability,and appropriately increase the proportion of exploratory experimental activities to cultivate students' transfer and innovation ability.At the same time,students should pay attention to the hot issues related to chemistry in their lives during the learning process,do a good job of learning the basic experimental knowledge and basic skills,and develop the habit of analysing and interpreting and inferring to predict problems.