Research On The Measurement And Assessment Of Senior High School Students’ Ability To Solve Chemical Ill-structured Problems

Since the 21 st century,cultivating students’ problem-solving and innovation ability has become an important issue in the education reform of all countries in the world.Ill-structured problem refers to the problem that at least one in the initial state,solution and target state is not clearly defined.In order to select innovative talents,international education is devoted to exploring the topic of testing students’ critical thinking and innovation ability by trying to use ill-structured questions in college entrance examination propositions.At present,students encounter more problems with good structure in schooling.But most of them encounter problems with poor structure in real life,which makes them unable to effectively deal with the problems in real life,resulting in the disconnection between schooling and real life as well as hindering the realization of the goal of developing students’ core literacy in the era of "literacy-oriented" education.In order to make students better adapt to the future life and change from passive information recipients to active problem solvers.Schools should take the initiative to change,create opportunities for students to solve ill-structured problems,as well as develop their problem-solving and innovation ability in the process of solving ill-structured problems.Thus,it can avoid the phenomenon of "high scores and low abilities" as much as possible.Therefore,in the future examination and evaluation,students’ critical thinking and innovation ability can be evaluated by using the ill-structured problems.This study is divided into three parts,including theoretical research,empirical research and conclusion.Among them,the theoretical research includes the introduction,the theoretical discussion on solving ill-structured problems in chemistry,the construction of the evaluation standard of solving the problem in poor chemical structure of senior high school students.The empirical study includes the development of the assessment tool for solving the problem in poor chemical structure of senior high school students as well as the implementation and result analysis of the assessment of solving the problem in poor chemical structure of senior high school students.The last part is the conclusion.The first part is theoretical research.The introduction first discusses the significance of this study from the theoretical and practical levels under the research background.Then,the concepts such as problems,solving problems,and problem-solving ability in ill-structured problems of chemistry in this study are defined.After that,the literature review is carried out from the aspects of poor structure in textbooks,poor structure in college entrance examination questions,poor problem-solving ability and ill-structured problems of chemistry.Finally,the contents,ideas and methods of this study are pointed out.the theoretical discussion on the solution to the problem of poor chemical structure.Firstly,the connotation and types of the problem of poor chemical structure and its relationship with the problem of chemical openness are clarified from the perspective of ontology.Then the theoretical basis of solving the ill-structured problems of chemistry is discussed.Finally,on the basis of sorting out the psychological mechanism of solving the ill-structured problems of chemistry and chemical problems,combined with the results of cognitive interview on solving the problem in poor chemical structure of high school students,this paper reveals the psychological mechanism of solving ill-structured problems in chemistry of senior high school students.the construction of evaluation criteria for solving the ill-structured problems of chemistry of senior high school students.This chapter systematically discusses the theoretical basis of the evaluation criteria.On this basis,it primarily constructs the evaluation criteria for solving the ill-structured problems of chemistry in senior high schools.The evaluation standard is studied by Delphi method.After three rounds of expert consultation and revision,the official evaluation criteria for the ill-structured problems of chemistry in senior high schools is formed,which includes 3 first-class indicators and 12 second-class indicators and integrates quality description and knowledge base.The second part is empirical research.the development of high school students’ ability to solve the ill-structured problems of chemistry.Based on the formal official version of the evaluation standard,the evaluation tool for high school students’ ability to solve the ill-structured problems of chemistry is developed.In order to test the reliability and validity of the evaluation tool,the first and second rounds of tests are carried out by using Rasch model.The evaluation tool is revised and optimized.Thus,a high school students’ ability to solve the ill-structured problems of chemistry is obtained with good reliability and validity.the implementation and analysis of the evaluation of senior high school students’ problem-solving ability in chemical structure.On the one hand,the evaluation tools with good reliability and validity are used to measure 507 senior three students in four provincial demonstration high schools.During the process,the measured data is statistically analyzed by SPSS26.0 and the problem-solving ability of senior high school students in chemical structure is quantitatively studied from the overall description,correlation analysis and difference analysis.On the other hand,nine students were interviewed on cognitive structure by using the outline of cognitive interview.Based on the text of cognitive interview,the ability of senior high school students with poor chemical structure was qualitatively studied and the research results were obtained by comprehensive quantitative and qualitative research.The third part is the conclusion.Based on the above research results,the conclusions are as follows.Firstly,this study reveals the psychological mechanism of solving ill-structured problems in chemistry of senior high school students.Secondly,this study constructs the evaluation standard of solving ill-structured problems in chemistry of senior high school students.Thirdly,it develops a tool for evaluating the problem-solving ability of senior high school students with poor chemical structure.Fourthly,empirical analysis shows that there are differences in solving ill-structured problems in chemistry among senior high school students.On this basis,the practical necessity of integrating the ill-structured problems in chemistry into the proposition of college entrance examination is put forward.The development of the problem of poor chemical structure has practical feasibility and the teaching and testing work together so as to promote the design and implementation of the problem of poor chemical structure.To sum up,cultivating high school students’ ability to solve problems with poor chemical structure is a systematic project that needs comprehensive consideration under the background of integrating teaching,learning and evaluation.In the future,further breakthroughs and innovations need to be made in the fields of proposition theory and technology as well as educational evaluation and assessment.All of these will provide support for the continuous reform of college entrance examination content.