Research On The Characteristics And Ability Evaluation Of The New Situational Information Problems Of Chemistry In Senior High School

In this study, according to the presentation of the situational information, the new situational information problems of chemistry are divided into four types:Text, Image Symbols, Tabular Data, Device Process. Through reference the ability construction chart of Programme for International Student Assessment (PISA), put forward a framework for the analysis of the new situational information problems of chemistry that contains four ability dimension: Reading comprehension ability, Abstract generalization ability, Associative transfer ability and Comprehensive analysis ability. Four sets of examination tests are designed on the basis of the type of test to value the differentiation of students’ four abilities development level in solving new situational information problems of chemistry. A total of 119 subjects were selected, divided the students into three groups according to their academic levels.The results of the study show that:① In solving the same type of new situational information problems, students with different academic levels, obvious difference exists in the reading comprehension and abstract generalization and associative transfer and comprehensive analysis ability. The difference of associative transfer and comprehensive analysis ability, give rise to the difference of the complexity of the problems, along with the scores in chemical test gradual differentiation.② In the same ability dimension, students with different academic levels exists obvious difference. There is only a small difference in reading comprehension. The differences in abstract generalization ability are obviously higher than reading comprehension. The differences between the students with different levels are decreasing on the associative transfer and comprehensive analysis ability.③ When the same knowledge presented in different ways, students with different academic levels exists obvious difference. Average of standard score between the excellent students and medium students is gradually decreasing, between the medium students and students with learning difficulties is gradually increasing.④ In gender differences, boys and girls exists obvious difference in score of four ability, and boys higher than girls with the average scores.