Measurement And Evaluation Study On Chemical Classification Concept Of High School Students

Chemical classification concept is the basic chemical concept of method,which plays an important role to promote the basic concepts of knowledge and affection.In the teaching process,teachers should not only give students to explain the theoretical knowledge,but also should lead students to master the method of learning chemistry,in the study of the gradual formation and development of the basic concept of chemistry.In recent years,more and more educators have carried out theoretical and practical research on the basic concepts of chemistry.However,there is no research on the chemical classification concept,the research topic of measurement and evaluation study on chemical classification concept of high school students’ is of great significance to high school chemistry teaching and research.Evaluation indexes system is constructed by using operationalization of concept.in this system,there are three first-level indexes,which are element’s classification,material classification and chemical reaction’s classification,and there are nine second-level indexes,which is element’s classification based on the atomic number of atoms in the outermost layer,material classification based on material composition,inorganic chemical reaction’s classification based on reaction principle and other six second-level indexes.According to the indexes compiled a evaluation tool of "The examination papers of measurement and evaluation study on chemical classification concept of high school students".Combined with the chemical classification of the relevant knowledge points,using the R · A · Likert(Li Ke Te)scale principle,refer to the experts prepared the questionnaire and adapted to the "The questionnaire of internal learning motivation of chemical classification concept".Using the sampling method of stratified sampling and cluster sampling,the students of two key classes and two ordinary classes of senior two and senior three in a key high school of Guangzhou were selected as samples.Adopted the descriptive statistics(center for trend analysis,discrete tendency analysis,analysis of distribution,analysis on the development level and teaching difficulties),the statistical inference(the average value of the difference and mark,comparison of the average standard error and independent samples t test,correlation analysis,the correlation analysis,validity analysis,and the focus of teaching analysis)and other methods of measured data and the factors about the development of chemical classification concept to analyze and evaluate the development of chemical classification concept of students in different classes.The main conclusions are given bellow:First,the test paper’s reliability,validity,average difficulty and the average distinction were 0.92,0.89,0.44,0.38,respectively,in other words,self-compiled "The examination papers of measurement and evaluation study on chemical classification concept of high school students" has a high reliability and validity,examination questions has moderate difficulty,good ability to distinguish.The alpha coefficient of Clonbach of "The questionnaire of internal learning motivation of chemical classification concept " is 0.92,and the correlation coefficient of curiosity,learning interest,self-efficacy score and total score of the questionnaire is 0.96,0.94 and 0.92 respectively,and the questionnaire has a good reliability and high structural validity.Secondly,through the literature research,the score criteria based on SOLO classification theory is compiled by author,and it has analyzed the development hierarchy of students chemical classification concept.After analysis,it was found that most of the students in the two grades were in the relational structure.The proportion of senior three in the extended structure was significantly higher than that in senior two,In general,the level of development of chemical classification concept of senior three students was significantly higher than that of senior two students.Third,the teaching focus of the two grades of students’ chemical classification is the material classification at 0.01 confidence level.However,the teaching difficulties of senior two and senior two are material classification,element’s classification respectively.Fourth,the independent sample t test output shows:The higher reliability of theoverall average value is inferred from the average value of the samples,there are obvious differences in the development level of Chemical classification concept among students of different grades,mddle school students in different types of classes and different sexes at 0.05 confidence level.However,there are no obvious differences in the different classes of sophomore classes.Fifth,the survey result shows:The senior two students’ s internal learning motivation of chemical classification concept are slightly higher than the senior two students’;key classes and ordinary classes of two grades are compared,internal learning motivation of chemical classification concept of key classes students are higher than the ordinary classes students’;boys and girls of two grades are compared,internal learning motivation of chemical classification concept of boys are slightly higher than the girls’.Sixth,five teaching strategies are given bellow:to construct methodology of measurement evaluation of chemical classification concept;according to the chemical classification concept of emphasis and difficulties,to carry out targeted teaching;according to the different development of students’ s chemical classification concept,teaching in accordance with their aptitude;to strengthen the exchange and cooperation between different grades of high school,to promote the improvement of teachers and students of chemical classification concept;to strengthen the exchanges and cooperation between secondary schools and universities to improve the level of teachers’ teaching and research.The originality and novelty of this research lies in the rational construction of the methodology of measurement evaluation of chemical classification concept;according to the purposes of the study,the characteristics of the two-stage test and the basic meaning of the SOLO classification theory,author puts forward a score criterion based on SOLO classification theory,which is used to analyze the development level of students’ s chemical classification concept;this test measures and evaluates the present situation of two grades of chemical classification concept in a key school of Guangzhou systematically and deeply,and has carried on measurement and evaluation study of chemical classification concept of high school studentssuccessfully;according to the results of measurement and evaluation,the teaching methods of chemistry classification concept are put forwarded,which are helpful to improve the teaching quality.