Research About The Influence Of Chemical College Entrance Examination Questions On Chemical Teaching And Learning In High School

College entrance examination upcoming a new round of reforms, college entrance examination reform is a complicated systematic project, which related to future expectations of each candidate and every family. Under the new curriculum reflects the background of the college entrance examination questions whether the new curriculum ideas, and how embodied? College Entrance Examination under the new curriculum for high school teaching and learning whether the background has played a positive role in guiding? Their selection and screening criteria are consistent with the new curriculum standards? Secondary school teachers on the front line of what caused the impact, how the proposed new requirements? These are issues of concern to us, given the urgent need objective, fair and effective evaluation. As a lab-based natural science, the high school chemistry curriculum is an important part of science education; the importance is reflected in all aspects of the experimental curriculum. Meanwhile, the college entrance test questions are questions that best reflect the ability of students to test questions, coupled with its comprehensive, prone to problems, clearly distinguish the role has been great concern. Question papers set in the form of chemical experiments entrance, coverage and propositional knowledge of trends and so affects all aspects of high school chemistry and science compared, under these affect how we deal with, which is the purpose and direction of this study.In this paper, research can be divided into three parts:First, the statistical analysis of the region in 2009 to more than 2012 college entrance test four sets of chemical questions, content distribution longitudinal analysis comparing the experimental questions, the presentation and the ability to examine indicators of three dimensions, summarize their characteristics and overall trends; horizontal analysis Compare the similarities and differences between the outline of Hubei volumes and volumes used by the New Curriculum.Second, the study of questionnaires and interviews, on the impact of chemicals on the College Entrance Examination high school chemistry teaching for 42 teachers and 516 students in Hubei Province, three high school to investigate. The survey consisted of two parts of teachers and students, teachers from teaching attitude, teaching content, teaching methods and teaching the subject in depth and breadth four settings, involving teachers'views on the college entrance examination questions of chemistry, teaching high school chemistry experiment on perception, carry out relevant experimental teaching methods and teaching in depth, breadth, etc.; student attitudes in terms of chemical experiments, the attitude of the experimental questions, the students of chemistry experiment aspects of participation, involvement and performance and other design problems. Students strive to truly reflect the views of the college entrance test questions, such as chemistry experiment teaching attitudes and preferences.Third, a comprehensive study of these two conclusions, propose appropriate teaching strategies.The results showed that:(1) From the perspective of the use of two sets of Hubei College Entrance Examination of view, longitudinal, experimental questions of the small amount of questions, score balanced proportions, type a single topic, mainly to fill in the blank, the ability to examine the characteristics of the uneven distribution of prominent; the transverse direction, the New Curriculum Outline volumes in volume and the proportion of the number and value of construction paper, the questions, the source of the topic, as well as questions related to the scope of the investigation and other aspects of student ability smaller difference. The transition is smooth.(2) The role of teachers in the college entrance examination-oriented high degree of awareness and recognition, most of them will take the initiative to learn and teaching toward the entrance to make appropriate adjustments. Entrance chemistry experiment set greater impact on teaching content preferences; often test for knowledge will increase the depth and breadth of teaching. On presentation of experimental teaching, teachers are increasingly diverse, more emphasis student participation and subjectivity.(3) The College Entrance Examination on student learning than teachers is small, focused learning content to a certain extent, biased in favor of equal opportunities of learning, participatory way high, generally higher enthusiasm for chemistry experiment teaching.(4) In order to improve the students' chemistry experiment capabilities, should pay attention to chemistry experimental teaching to help students adjust Experimental Psychology, guide students to improve knowledge of the chemical structure of the experimental system, the creation of experimental teaching atmosphere, students awareness of the problem.