Rasch Model-based Evaluation Research Of "Chemical Energy Concept" For Senior High School Students

The starting point and ending point of science education can all be attributed to the long-term development of students.Since it is a long-term development,teaching cannot just be "knowledge conception",it should also focus on capacity development and concept formation.In recent years,the chemistry teaching of conceptual construction has received increasing attention.However,on the one hand,the current curriculum documents do not specify the connotation and feasible operation of the basic concept of chemistry,on the other hand,research on specific chemical concepts,especially empirical research,is relatively scarce.These make the cultivation of chemical concepts lag behind.The evaluation lacks theoretical basis and it is difficult to quantify."Chemical Energy Concept" is an important concept of chemistry.After looking up the literature,we find that the relevant research is less.This study is based on potential traits measurement model—the Rasch model.Combined with learning progressions,it tries to sort out the connotation of "Chemical Energy Concept",construct a complete theoretical framework for the evaluation of "Chemical Energy Concept",and practice,measure and evaluate high school students'"Chemical Energy Concept".The dissertation can be devided into five parts,and the main contents are as follows:In the first part,the author understanded and carefully analyzed the relevant background,summarized the application of Rasch model in evaluation,the evaluation of basic concepts of chemistry,and the application of learning progressions in chemistry,respectively,in order to find the supporting points of this study and put forward questions that need to be resolved;In the second part,the concept map of the "energy" knowledge of middle school chemistry was designed,and the learning progressions hypothesis of "Chemical Energy Concept" was constructed,thus the theoretical framework was constructed;In the third part,the development and optimization of measurement tools involved in the formulation of questionnaires,the implementation of measurements,the modeling of data,the quality analysis of tools,and the correction and improvement of items;In the fourth part,SPSS 19.0 was used for statistical analysis of data to reveal the development status and characteristics of high school students' "Chemical Energy Concept";In the fifth part,the conclusion presented the conclusions,inspirations,and reflections on the deficiencies of this study.The developed "Chemical Energy Concept" measurement tool in this study has good performance indicators,and the constructed "Chemical Energy Concept" learning progressions roughly reflects the students'development path of "Chemical Energy Concept".Through the assessment,this study reveals the characteristics of the development of"Chemical Energy Concept" among high school students,especially those in grade two and grade three.On this basis,the corresponding chemistry teaching suggestions are put forward.