Analysis And Design Research On Open-ended Chemistry Items Of The College Entrance Examination Under The New Curriculum

In the 21^st century, economy and science technology develop rapidly, to narrow the differences between fundamental education quality and economic development, we began to brew a new fundamental education course reform from the year of 1999. With the development of new course reform, its idea reaches all aspects of fundamental education gradually, among which, education teaching evaluation are influenced greatly by new course, and the reform of college entrance examination system are typical example. Considering our national conditions and education teaching current situation, the college entrance examination system reforms first from test. Under the condition, some new topics, such as open test and research test according with new course are paid attention. Open-ended item is defined as a series of subjective test without no condition and no fixed answer in the paper test. It is from PBL (problem-based learning) of medical fields, and then it is introduced in different subjects by education experts, and welcomed by experts, teachers and students.The paper first cards the definition of open-ended item and defines it as a series of subjective test without no condition and no fixed answer in the paper test . Then, carding the characteristics and functions of open test, to conclude that open-ended items has four characteristics as situation of proposition, comprehension of ability, thinking version of solving problems and diversity of evaluation, and two functions as evaluation check and education guidance. As following, using the theory of open-ended item to make a analysis on the chemistry test in the college entrance examination test from the year of 2000 to 2008. It analyzes the characteristics , testing goal, and difficulty and distinctiveness of open test in the entrance examination, to conclude that there are shortages in the open-ended item in the college entrance examination, such as small openness, imprecise evaluation standard, lacking in background test and little comprehension. Finally, according the shortages of open-ended item, it designs two chemistry examples of open-ended item, and use it in the middle school teaching After testing, it concludes that using SOLO classification evaluation theory can evaluate open-ended item greatly, at the same time, the big openness item can test divergent thinking and comprehensive ability.