Diagnostic Evaluation Research On High School Chemistry Classroom Teaching Which Based On The Literacy

A new round of high school chemistry new curriculum reform in China has been rolled out,with the new curriculum reform under the background of "the ordinary high school chemistry curriculum standards(2017 edition)" promulgated and chemistry discipline core literacy,requires teachers to actively around "4the literacy oriented" to carry out chemical classroom teaching practice,the initiative to explore "the literacy oriented" chemical efficient classroom teaching model and strategies.The design,implementation and evaluation of "the literacy oriented"chemistry classroom teaching is a new and challenging research topic for teachers.The chemistry course evaluation is the key of the new chemistry course reform and the chemistry classroom teaching evaluation is an important part of the chemistry course evaluation.How to design the corresponding diagnostic evaluation based on the development of students' core literacy in chemistry subject and how to provide timely and effective diagnostic feedback,etc.remain to be further studied and deepened.The ultimate goal of education is to promote the all-round and harmonious development of students,and the development of literacy is its core content and key goal.Although over the years,developing students' chemistry discipline core literacy has been an important goal in chemistry discipline education teaching,college entrance examination reform is from "knowledge conception","ability conception" to now "literacy conception",but as a result of chemical subject core quality system and the relative lag of evaluation of the diagnostic,on the one hand,the core literacy promote students chemistry discipline's development is still in the experience and the "slogan" state;On the other hand,it also makes the measurement and evaluation of the development level of students' core literacy in chemistry subject subjective and random,which cannot be targeted.These all urge us to answer:what is the core literacy of chemistry?What elements constitute the core literacy of chemistry?How is the core literacy of chemistry formed and developed?How to scientifically and effectively measure and evaluate the development level of the core literacy of chemistry?Along to these questions,this study based on students' chemistry discipline core literacy of high school chemistry classroom teaching in the development of diagnostic evaluation,the evaluation system not only has a guide to the chemical classroom teaching activities,diagnosis,incentive effect,promote students comprehensive and harmonious development,but also to promote teacher's professional development and "the literacy oriented" the development of chemistry classroom teaching ability.This article choose in the diagnostic evaluation of high school chemistry classroom teaching as the research object,in the related theory of pedagogy,psychology and education teaching evaluation research based on the literature method,questionnaire survey method,interview method and experimental approach of teaching based on students'chemistry discipline core literacy development under the background of high school chemistry classroom teaching evaluation of diagnostic applications.In this paper,empirical research mainly contains two parts,one is in the clear core literacy and its relationship on the basis of the chemical fields,as well as in synthetic chemistry new curriculum standard of chemistry subject core literacy definition of thought,on the basis of development level on the "advanced" learning theory as a guide,combined with the traditional disciplines of chemistry course and new course standard for chemistry discipline core literacy requirement of learning period of development level and the students' subject development elements such as core competence,in high school chemistry classroom teaching about "the element compounds class" as an example,the construction of concrete lesson learning factor questionnaire assumes that the framework and specific diagnostic test,The educational teaching experiment of diagnostic evaluation applied in high school chemistry classroom teaching was carried out,the data collected in the experiment were sorted out and analyzed,and the experimental research results were analyzed and discussed.Second,on the basis of predecessors'research establishment related teacher interview outline,understand the front-line teachers in high school chemistry classroom teaching implementation of the status of the diagnostic evaluation and chemical subject core literacy penetration in the diagnostic evaluation of classroom teaching,analyze the diagnostic evaluation in high school chemistry classroom teaching not widely implemented well reasons and advances some solving methods.The purpose of the questionnaire survey is to understand the students' attitude towards chemistry and the change of their opinions on evaluation methods before and after participating in the teaching experimental research.Finally,the results of the two standardized tests taken by the students during the teaching experiment research period were used to analyze and compare the changes and gaps between the experimental class and the control class before and after the teaching experiment.The experimental data show that the application of the diagnostic evaluation based on the development of students'core literacy in chemistry subject to the change of students' attitude towards chemistry learning,the improvement of chemistry learning methods and strategies,and the learning of related chemistry knowledge will indeed play a positive role.Of course,test scores are only one aspect of a student's ability to learn chemistry.More importantly,the learning style of students has been improved to a certain extent.They begin to study the feedback information of individual learning and analyze and improve their existing problems and shortcomings.For chemistry teachers,using the feedback information obtained from the diagnostic evaluation of students to review the problems in their own teaching arrangements so as to improve,adjust and improve the classroom teaching plan,which is also of great benefit to the improvement of teachers' own diagnostic ability and professional development.Finally,on the basis of summarizing and summarizing the conclusion of the experimental research on education and teaching,this paper proposes an effective diagnostic evaluation strategy for high school chemistry classroom teaching based on the development of students' core literacy of chemistry,analyzes the innovation of this research,and points out the limitations of this research and the direction of further research.In this way,it can provide guidance for further optimizing and improving students' evaluation methods of chemistry learning and improving the quality of education and teaching,as well as provide guidance for the construction of the entire "literacy based" diagnostic evaluation system for high school chemistry classroom teaching.