Evaluation Research On High School Chemistry Class Questions Which Based On The Literacy

March 2014,in the opinions of curriculum Reform to deepen the implementation of the fundamental task and strengthen morality education,it is clearly stated that strengthen morality education are the core of developing the socialist education with Chinese characteristics,and it put "formulate the system of developing students' core literacy and academic quality standards" as an important part of the new curriculum reform.Curriculum is the main carrier of educational thoughts,educational goals and educational contents,it reflects the national will and the socialist core values,which affects the quality of people.So,developing students' core literacy couldn't leave the course.Questions as an important part of classroom teaching,throughout the whole classroom teaching,which plays a crucial role in developing students' chemistry core literacy.This article takes the teaching questions of high school chemistry teacher as the research object.On the basis of the related education and psychology theory,this paper discusses the current situation of the high school chemistry classroom questioning based on the background of develeping the chemistry core literacy by using the literature method,questionnaire survey and classroom observation.In this paper,the empirical study mainly consists of two parts.First,we make a questionnaire about the current status of high school chemistry core literacy training based on previous studies.Through the questionnaire survey,we can understand the cognitive situations of front-line teachers in chemistry core literacy.The second is to observe the classroom,then make a Observation scale based on previous studies.determining the three dimensions of observation including the question situation,the type of question,cognitive level of question.I selected a lot of high school chemistry class vedio about elemental compounds,and statisticed the questions about the five chemistry core literacy in the three dimensions of observation including the question situation,the type of question,cognitive level of question.At the same time,I analyzed the specific cases and researched on the situations of the question in high school chemistry classroom.Through the analysis of the research data we found the front-line teachers have known the importance of chemical core literacy,and have a basic understanding of the core literacy,but they can't establish a close relationship with the classroom teaching.In the classroom questioning,many questions are raised to cultivate students' literacy about "macroscopic identification and microscopic analysis",less are contribute to foster Students' literacy of "Scientific Inquiry and Innovation"“Scientific Spirit and Social Responsibility".And there are lack of literacy about "balance of thinking of students","the model of cognitive ability" in the classroom questions.At the same time I also found that a classroom question can reflect multiple core literacy simultaneously.Finally,we put forward some effective strategies for classroom questions in developing students' core literacy according to the results of the research.There are mainly four points:(1)In the creation of teaching situations,the background of knowledge learning should be presented in real situations to promote the transformation of learning styles;(2)In the setting of the class question types,the proportion of opening questions should be raised to promote the development of student thinking;(3)At the cognitive level of question,we should set reasonable questions of different cognitive levels and enhance students' ability of analyzing and solving problems;(4)Strengthen the chemical experiments and scientific inquiry questions,and develop the practical ability.