The Inspiration Of International Scientific Assessment For The Teaching And Evaluation Of Secondary School Chemistry In China

Many of the challenges of the 21 st century will require innovative solutions that have a basis in scientific thinking and scientific discovery.Societies will require a cadre of well-educated scientists to undertake the research and nurture the innovation that will be essential to meet the economic,social and environmental challenges that the world faces.For these reasons,scientific literacy is considered a key competency.Scientific literacy assessment is an effective way to evaluate scientific literacy,and it is oriented to scientific education.PISA,TIMSS and NAEP are the most authoritative and influential scientific evaluation projects in the world at present,which are used for reference for the teaching and evaluation reform of basic science curriculum in China.This paper takes the scientific assessment frameworks over the years of PISA,TIMSS,NAEP and the released items about chemistry as the research object,use literature method to analyze the development trend of the three major scientific assessment,use the content analysis method,case law to horizontally analyze the commonness and difference of the released items design.Use the comparative law to study the common characteristics of three assessments' released items.The research shows that: the three assessments all attach importance to students' abilities to solve problems in the real situation,and pay more attention to the close relationship between science and technology,from the focus on the ability of scientific inquiry to the ability of scientific practice.The characteristics of the released items have both commonness and respective advantages.The items' types are diverse and tend to computerize,emphasizing dynamic,interactive and personalized.The contexts of items pay attention to authenticity and interest,knowledge focuses on the examination of the core concepts,which is comprehensive.The competences of items focus on the scientific practice,PISA and NAEP both consider the levels of cognitive demands.In addition,PISA also focuses on scientific attitudes,NAEP pay attention to advanced learning.The implications and suggestions for chemistry teaching in China are as follows: Carry out situational teaching in depth;Explore the teaching strategies oriented by the core qualities of subjects;Carry out chemistry teaching based on stem concept;Focus on advanced learning;Pay attention to penetrate cognitive knowledge,cultivate critical thinking.The implications and suggestions for chemistry teaching evaluation are as follows: paying attention to diagnostic evaluation and constructing the framework of chemistry academic achievement evaluation;Pay attention to the comprehensive evaluation with other disciplines;Enrich thetypes of test questions and evaluation methods;Pay attention to the evaluation of the nature of science;Pay attention to formative evaluation,optimize the chemical operation system.