Situational Questions Setting Of Junior Middle School Chemistry Based On Science Situation Of PISA

With the constant deepening of education reform, a large number of situational questions emerge in the junior middle school chemistry examination. Research shows that there are certain problems in the preparation of such questions. The Program for International Student Assessment (PISA) founded by Organization for Economic Co-Operation and Development (OECD) is of instructive significance for improving the some disadvantages in the situational chemistry questions setting in China.In the paper, statistical analysis is made on the proportion of situational questions in the total chemistry test of senior high school entrance examination in Fuzhou through the method of literature. Besides, the application status of chemistry situational questions in the senior high school entrance examination is analyzed. Moreover, through methods of questionnaire investigation, and interview, the junior middle school chemistry teachers' understanding of chemistry situational questions are investigated, teachers'attitude and the difficulty of setting such questions as well as teachers'method of applying situational materials. Additionally, comparative analysis is conducted on the scientific literacy assessment question setting of PISA and situational use of junior middle school examination question setting through the comparative method. By referring to situational classification methods of PISA, the situational materials of junior middle school chemistry are explored and the situational material library of junior middle school chemistry is created. On this basis, key module of junior middle school chemistry situational questions of chemistry exploration experiment and chemistry calculation is prepared.Through the research, several enlightenments of PISA for situational questions setting of junior middle school chemistry are got. (1) Junior middle school chemistry education evaluation should intensify the examination of situational questions; (2) pay attention to the cultivation of students'"three-dimensional target" through the setting of situational questions; (3) create real life situation, and train students'ability to find chemical problems in life; (4) blend situation and problems, and train students' ability to solve practical problems; (5) analyze the situational deviation through technical means, and ensure fairness of test; (6) establish the situational library with clear classification and strong operability.