Research On The Evaluation Of High-school Students' Chemical Macro-micro Combination Literacy

This study is based on the core literacy requirements of“macro-identification and micro-analysis”in the“General High School Chemistry Curriculum Standards(2017 Edition)”to define the connotation of high school students'chemical macro-micro combination literacy:macro-micro combination literacy refers to the ability of students to mobilize the macro and micro knowledge of reserves in a specific context and to link macro and micro perspectives to solve problems.The main contents of this study are as follows:(1)Construct a framework for the evaluation of high school students'chemical macro-micro combination literacy.This study takes atomic structure and elemental properties,interaction forces between particles and material properties,particle space configuration and material properties as three content dimensions,and based on the learning processions theory,each dimension is divided into different levels.(2)Develop assessment tools of high school students'chemical macro-micro combination literacy.Based on the evaluation framework,this study takes open questions as the main topic form,and compiles a“Test of the Structure and Nature of the Material”test paper.It tests the 11~thh grade students in a high school and is tested with the Rasch model.Questions are revised.The results of the second round of tests show that the assessment tools have good reliability and validity.(3)Reveal the current status of high school students'macro-micro combination literacy and explore the influencing factors.The test results show that the overall level of high-school students'chemical macro-micro combination literacy is not high,and there is no gender difference.The higher the scores in chemistry and mathematics and the more they like to think about chemical issues and apply chemical knowledge to real life,the higher the level of chemical macro-micro combination literacy.This study provides references for the evaluation of chemical macro-micro combination literacy,and puts forward some suggestions for cultivating students'macro-micro combination literacy in chemistry teaching.