High School Chemistry Course Ability Performance Standards Development

Mental capacity (intelligence and ability) always links to specific activities or specific cognitive, one significant performance is that it is associated with subject education for the constitution of the student’s academic abilities. At present, the generalization phenomenon of "capacity" among quality education makes people confused. The problem, How to build academic abilities in the field of chemical education, needs to be resolved. In the past, the academic abilities were confined to the ability. Based on this, we need to rethink the structure of chemistry capabilities, such as elements and relations about the constitution. Developing Performance standards about subject ability perfects of the chemistry curriculum standards. The academic abilities are the organic combination of the students’ intelligence, ability in particular subject areas. Another, The academic abilities are a concrete manifestation of the students’ intelligence and ability in the particular subject areas. We use documentary analysis, investigation from subjects’ theorists or experts in psychology or teachers to understand the chemistry ability of high school. In conclusion, five elements of high school chemistry abilities are summed up, such as chemistry observation, chemical thinking, chemistry experiment, explore the scientific capabilities and chemical studying ability.The studies of academic abilities have been initially launched at home and also abroad. In the United States, the schools which are under the state and city district participate in academic abilities of performance standards developed by the University of Pittsburgh Learning Research and Development Center in cooperation with the national educational and economic center. The first domestic related research began from the late1990s; so far there are no more systematic studies, and no performance standards for the appropriate academic abilities. What do academic abilities contain? How about their structures? How to evaluate? All of these are important research questions which needed to be resolved during the Basic Education Curriculum Reform.Five aspects are investigated systematically in the thesis, which are the preface, the three parts of the body content and problems and prospects.Firstly, we introduce and analyze the ability of high school chemistry and the background of performance standards and expound the significance and the status quo of this research in the preface aspect.Then, the first part illustrates the theoretical basis of the ability of high school chemistry. First of all, we defined and analyzed the concepts involved in this thesis. Then we proposed several assumptions of the relationships among the elements of high school chemistry capabilities. Finally, we introduced the theory supporting our research, psychological Surveying, theory of cognitive and developmental psychology, science philosophy.The second part is to build competency models and indicators of high school chemistry. Based on the ability of the content in the high school chemistry, methods of academic abilities, academic capability, and the quality of three-dimensional, we constructed the three-dimensional model of high school chemistry.The third part consists of the development and the practice of the performance standards of high school chemistry abilities. The performance standard of academic abilities is an urgent project. Because of little research in China, the article mainly takes example by research results of performance standard from the United States. The complete subject performance standard systems system includes four aspects:the performance description, the division of the level of performance, operating of examples and commentary and scores. On the basis of competency capacity model in the second part, refinement the indicators of specific capacities. For example, high school chemistry observation ability could be divided into chemical experimental observation, chemical physical and model observation, chemical graphic and chart observations, chemical natural phenomena observation, observation of the phenomena of chemical production. If so, refining the two indicators may be able to be developed. According to the indicators of refinement, select the typical high school chemistry examination, and extract the students’ academic abilities in the cognitive processes by cognitive task analysis, and do their classification (i.e., sum up the performance standards).Finally, we analyze the limitations of this study and made a prospect for the future research in the fourth part. Academic ability performance standards clearly indicate the students’ academic performance should reach in some stage, and bring convenience to evaluation. Because it presented by the form of text; In the meantime, it provides the foundation for national education quality monitoring project. Therefore, it has an enormous value of research because of important significance both theoretically and practically. It is hoped that more and more psychology experts, education experts and the chemistry teachers join this team and make the contribution to the elementary education.