| At the 18th and 19th National Congress of the Communist Party of China,the notion of lide shuren was advocated as the fundamental mission of education in China,and the core competencies of Chinese students’ development is the concretization of the Party’s education policy,which has unique nurturing value for the implementation of moral cultivation.The core qualities are morally sound values,essential virtues and key competencies that students should achieve after studying the chemistry curriculum.The curriculum standards define the levels of competency to be cultivated,and the key performance of each level constitutes the criteria for evaluating academic quality.Exploring the level of macro-micro combination and the effect factors of the latent transitions among secondary school students is vital to the transition of academic quality level for the chemistry curriculum and the trans formation of academic underachievement,which is of great practical significance and value to improve the quality of chemistry education,promote the connection between teaching,learning and examination,and cultivate the people of the new era to take up the responsibility for the national rejuvenation.The macro-micro combination competency level is not only an important part of disciplinary competency,but also a foundation for competency that manifests the characteristics of chemistry curriculum,and has an important impact on the academic quality of secondary school students.Diagnostic interventions are an effective way to improve academic quality.According to existing studies,secondary school students’macro-micro combination competency leve ls are closely related to many factors and have a certain stability in longitudinal development.At present,domestic and foreign scholars have collected the data on the level of chemistry macro-micro combination competency of secondary school students,but there is a lack of longitudinal study on the latent transition development trajectory,and the unstable part of the transition trajectory needs to be further explored.Latent Transition Analysis not only enables scientific analysis of changes in secondary school students’ chemistry macro-micro combination literacy levels through a shift matrix,but also further explores the role played by different dimensional covariates in each potential shift group.In this study,the potential shift analysis model was used to dig deeper into the data from the longitudinal perspective and provide a deep and comprehensive analysis of the changes from static to dynamic at different time points and across time points,providing empirical support and corresponding strategies for predicting and intervening in the changing trends of macro-micro combination competency levels of secondary school students.This study is in a logical order,based on the problem formulation→problem analysis→problem solving,and the thesis consists of five parts,as follows.The introduction part expounds the origin of the research,expounds the significance of the research from both theoretical and practical aspects,and defines the core concepts of "chemical discipline core competency","chemical macro-micro combination competency" and "academic quality standards".On the basis of consulting a large number of domestic and foreign literature,this paper reviews the literature on the level of secondary school students’ chemistry macro-micro combination competency,and puts forward the research ideas and research methods.The first chapter introduces the theory of constructivism theory,learning process,Rasch model,latent class analysis and latent transition analysis,analyzes the content dimension of secondary school students’ chemistry macro-micro combination knowledge,and divides junior high school students’ chemistry macro-micro combination competency.For the level learning process,an assessment tool was developed based on the Rasch model In a city,some university professors,distinguished teachers,teaching and research staff,and prominent middle school teachers were invited to conduct interviews to initially understand the influencing factors of secondary school students’ chemistry macro-micro combination competency level,and to predict covariates.The second chapter analyzes the potential categories of secondary school students’macro-micro combination competency levels at different time points and across time points.Using the evaluation tool developed in C hapter 1,some secondary school students in a city were tested at T1 time point(March 2021)and T2 time point(June 2021).Mplus 7.4 was used to perform latent category analysis(LCA)on the data of the two assessments,and SPSS 25.0 was used to perform reliability analysis,descriptive statistical analysis and logistic regression analysis.The data show that there are two potential categories of secondary school students’ chemical macro-micro combination competency level:high level and low level.Cross-tab analysis was used to investigate the predictive effect of covariates of different dimensions on static latent categories at two time points,and a comparative analysis of students in different latent categories was conducted across time points,revealing the influencing factors of latent categories of chemistry macro-micro combination competency of secondary school students in a static level.The third chapter analyzes the latent transition and influencing factors of secondary school students’ chemical macro-micro combination competency level.Combined with the empirical data of latent class analysis(LC A)and latent transition analysis(LTA),the change trajectories and influencing factors of the four latent transition groups were analyzed.The results of cross-tab analysis and multiple logistic regression analysis showed that some covariates significantly impact on the latent shift in the level of chemical macro-micro combination competency.The covariates include gender,school type,single child,academic performance,favorite chemistry teacher,parents urging completion of homework,participating in chemistry tutoring classes,using group cooperation mode,information technology empowering chemistry learning,carrying out chemical experiments.The fourth chapter puts forward effective strategies to improve the chemistry macro-micro combination literacy level of secondary school students.Combined with the empirical data of latent class analysis and latent transition analysis,it can be seen that the ways to promote the improvement of secondary school students’ chemical macro-micro combination competency have the characteristics of diversification and multi-channel.This study introduces detailed strategies combined with cases from five aspects:reducing the cognitive load to break the learning difficulties,integrating the information technology and revealing the nature of discipline,carrying out the group cooperation to drive the collaborative learning,emphasizing experimental inquiry to enhance the discipline understanding,gathering the synergy of family-school and developing the key competencies,and provides useful re ference for follow-up teaching.The fifth chapter is the research conclusion and reflection.This part mainly summarizes the o verall research process of the article,sorts out the important research conclusions of the full text,and puts forward the research areas to be improved in the reflection part,which points out the direction for further research in the future. |
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