Study On The Evaluation Of Chemistry Conservation Concept For Science Students In High School

The basic concept of chemistry is an important part of the core quality of chemistry.How to effectively improve students' basic chemistry concept in teaching is always the focus and hotspot of teaching process research.The basic concepts of chemistry include element view,particle view,classification view,experiment view and conservation view.In the existing literature,though there are researches on the diagnosis and evaluation of conservation concept,there are still some shortcomings.The empirical research on conservation of chemistry needs further research.This study combines the concept of conservation of chemistry with the core literacy of macro identification and micro analysis to evaluate the construction of chemical conservation concepts of different types of students.The measurement evaluation index system of this study will operate the conservation concept of chemical conservation into two first level indicators and 6 two level indicators,and each two level index corresponds to 1-3 basic understandings,with 12 basic understandings.According to the evaluation index system of chemical conservation concept of science students in senior high school,it is used to measure.Organizing the questionnaire of high school science students' learning situation is to study the related influence factors of the construction level of chemical conservation concept.A total of 320 science students from a key middle school in Guangzhou and a middle school in Zhaoqing were taken as samples.Using the principles and methods of educational statistics,descriptive statistics,correlation analysis,single factor variance analysis and independent sample t-test are used to deal with the data,and the results are combined to describe the construction level of chemical conservation concepts of high school science and science students,to locate the key and difficult points of the construction of chemical conservation concepts,and to compare the differences between different types of students in terms of chemical conserving.The conclusions of this study are as follows:(1)Make clear the foundation and essence of the concept of conservation of chemistry.(2)According to the evaluation index system of chemical conservation concept,the evaluation tool of chemical conservation concept is compiled and applied to evaluation and research,and the diagnosis and evaluation methods of chemical conservation concept are perfected.(3)The key to the construction of the concept of chemical conservation in high school is the conservation understanding of the micro level;on the second level,the conservation of the macro level is the conservation of elements,the difficulty is the conservation of quality;the conservation of the micro level is the conservation of atoms,and the difficulties are different in different groups.(4)Students' academic achievement is moderately related to the total score of chemical conserving concept test.(5)The concept of conservation of chemical conservation of Senior middle school and senior secondary school students in ordinary high school is at the level of understanding,and the high third is slightly higher than that of high school.The difference is not significant at the confidence level of 0.05.(6)At the confidence level of 0.05,the concept of conservation of chemical conservation of students in ordinary high school and students in key middle school is at the level of understanding,which is significantly higher than that of senior high school students in ordinary high school;In learning initiative,the key middle schools are obviously better than ordinary middle schools.(7)On the 0.05 confidence level,boys had a slightly higher level of chemical conserving than girls.There was a significant difference between boys' habits of thinking and girls.(8)There are differences in the level of chemical conserving among students with different academic achievements.Based on the results of this study,nine suggestions are put forward to construct the concept of chemical conservation:(1)renewing teachers' educational ideas,making clear the way and meaning of concept teaching;(2)deepen the research from curriculum standards to teaching materials and accurately grasp the direction of construction of chemical conservation concepts;(3)setting up driving problems and promoting students' self to construct the chemical concept;(4)strengthen the thinking of image,break through the heavy and difficult points of the concept of chemical conservation at the micro level;(5)pay attention to the individual difference of the students,teach students in accordance with their aptitude,promote the validity of the concept construction;(6)promote the construction of the cooperation group,realize the complementary advantages,and promote the common promotion of the concept of chemical conservation;(7)Strengthen the cooperation and communication between schools,improve the effectiveness of the teaching of ideas;(8)pay attention to the choice of theoretical teaching methods and improve the ability to transfer and apply the concept of chemical conservation of students;(9)pay attention to the construction of the concept of chemical conservation,and adopt different teaching strategies for different stages of development.The innovation of this study is to transform the concept of chemical conservation at the ideological level into a basic understanding of teaching function and cognitive function;the taxonomy of Marzano's educational goal should be used to describe the construction level of the concept of chemical conservation,and to construct the cognitive process and basic knowledge of the students into the construction of chemical conservation concepts.In the level evaluation,we should enrich the connotations of different levels of chemical conservation.In order to provide an empirical basis for the implementation of the concept-based teaching,the construction level and characteristics of the conservation concept of different types of students are presented by statistics.