Analysis Of PISA Scientific Literacy Assessment And Suggestions On Chemical Teaching In China

The dissertation is a research on PISA2006 and PISA2015 based on literature review,content analysis and comparative study,which analyzes the framework,content and system of both assessments of scientific literacy,as well as the features and development trend of PISA scientific literacy assessment by comparing PISA2006 and PISA2015.With the development of science and technology,the meaning of scientific literacy in PISA is also changing.In PISA2015,the assessment framework has changed to measure the influence of both attitudes and knowledge together instead of individually,and the assessment contexts have changed from "personal,social,global" to "personal,local/national,global."Students are not only required to recognize scientific problems and to draw conclusions by evidence,but to be capable of interpreting data and evidence as well as designing and evaluating scientific researches.The assessment devides the "knowledge about science" into"procedural knowledge" and "epistemic knowledge",involving the concept of "cognitive demand levels" and focusing more on students' thinking process.There is also the evaluation of scientific research in the assessment units to measure students' attitudes towards them.In the assessment,level 1 of scientific capacity is devided into la and 1b,aiming to research on students with low capacities more precisely.The assessment standards give a detailed description to the highest-level mastery as well as the requirement to high-level cognitive capability.Thus,the assessment of science literacy in PISA has gradually deepened the meaning of science literacy,improved the assessment framework and divided the assessment contents and standards into more elaborate categories.Meanwhile,based on the features of the assessments of scientific literacy in PISA2006 and PISA2015,the author puts forward some feasible suggestions according to the status quo of the chemical teaching in China in five aspects,including the teaching situations,contents,organizations,evaluations and test questions writings.