Study On The Examination Of Chemical Balance Classes

The college entrance examination is a bridge between primary education and higher education.Its effectiveness,timeliness and importance cannot be replaced by any examination.As one of the important subjects of the college entrance examination,chemistry has an important influence on the examination results and the selection of talents,as well as the chemistry teaching and learning of higher education."Chemical balance" is an important part of chemistry learning in high school.The knowledge of chemical balance includes chemical balance,ionization balance,hydrolysis equilibrium,and precipitation solute balance.Through this part of knowledge,students can obtain knowledge,ability,ideas,concepts,etc.development of.Through the study of the chemical balance test questions,the intrinsic value is explored,thus promoting the improvement of the effect and quality of the chemical balance class knowledge classroom.On the basis of combing the relevant research literature,the National I Volume,National II Volume,and National III Volume of the 2014-2018 college entrance examination were selected for research.According to the chemistry curriculum standards and course content,the chemical balance test questions are divided into four categories: chemical balance test questions,ionization balance test questions,hydrolysis balance test questions,and precipitation dissolution balance test questions.Using text research method and statistical comparison method,the number of chemical balance test questions in the past five years,the content of examination,the setting of scores,the situation of test questions,etc,based on Bloom's educational target taxonomy and SOLO classification evaluation theory,from the test questions.The objectives(knowledge and ability),level of thinking,and method of thinking in the subject were analyzed and the following conclusions were obtained:(1)The overall structure and proportion of the chemical balance test tend to be stable,and its foundation is strong,especially highlighting the examination of the main knowledge;(2)the test questions in the three-part test paper are applied to the situational material,but the material and the test as a whole Coherence is not strong enough;(3)The target level of the chemical balance test involves memory,understanding,application,and analysis,among which the application and analysis skills are mostly examined;(4)the thinking level of the chemical balance test involves a single-node structure.Hierarchy,multi-node structure hierarchy,association structure hierarchy and expansion structure hierarchy,among which the multi-node structure and the associated node structure level test questions are mostly,and the whole is at the upper middle level;(5)the subjective methods involved in the chemical balance test questions mainly include balance Thought,conservation thought,macro-micro combination thought,model construction.Based on the research conclusions,the following teaching suggestions are proposed:(1)clearly understand the teaching value of chemical balance knowledge;(2)formulate effective teaching objectives;(3)design effective teaching activities;(4)explore the idea of chemical balance knowledge Method;(5)to guide students to learn;(6)reasonable teaching evaluation.In order to provide a certain reference for the teaching of chemical balance.