Analysis Of The Characteristics Of The Chemistry Test Questions Of The College Entrance Examination Based On The "Quality-Based" And The Study Of Teaching Strategies

With the development of a new round of basic education curriculum reform and college entrance examination reform,the teaching and evaluation based on the core literacy of the discipline has been paid more and more attention by experts,scholars and frontline teachers.In recent years,the chemistry test of the college entrance examination has undergone repeated reforms and improvements from knowledge to ability,to the current literacy.The analysis of high exam questions based on "literacy-based" is not only the inevitable requirement of the core literacy education of the current basic education curriculum reform,but also the inevitable trend of the college entrance examination reform.Therefore,this study takes the chemical part of the three questions of the National Comprehensive Science I Volume of the 2016-2018 college entrance examination as the research object,and what is the core literacy of the chemical discipline?How does the examination of the core literacy of various chemistry disciplines in the national I volume of the college entrance examination chemistry?How can secondary school teachers promote the development of students' core literacy in the classroom?The three core issues were studied through literature research,statistical analysis,action research,and experience summarization.This thesis is divided into five parts:The first part is the introduction,which mainly expounds the research background and research significance of the thesis,summarizes the research progress of core literacy abroad and the research status of the core literacy of chemistry in China,and introduces the research content.And research methods.The second part is the definition of core concepts and related theoretical foundations.Starting from the meaning of literacy,this paper expounds the core concept of "Core Literacy of Chemistry Discipline" and introduces the theories related to this research:problem solving strategies and SOLO classification theory.The third part is based on the analysis of the literary examination of the college entrance examination,which summarizes the characteristics of the core literacy of the chemistry subject in the national comprehensive I volume of the college entrance examination.The fourth part is based on the"senior-based" high school chemistry teaching strategy,summed up the teaching design principle based on "literacy-based",and designed two high school chemistry teaching cases based on "literacy-ased",respectively,"Important of iron The teaching design of the compound and the teaching design of "ionization of water",and proposed a high school chemistry classroom teaching strategy based on "literacy-based".The fifth part is the conclusion and reflection of the research,summarizing and sorting out the analysis of the previous paper,and introducing the conclusions and shortcomings of the research.The research conclusions are as follows:1.The core literacy of chemistry is examined in the comprehensive scientific research volume of the national college entrance examination:first,creating a situation,infiltrating scientific attitude and social responsibility;second,attaching importance to the foundation and emphasizing the basic ideas and methods of the discipline;third,focusing on experiments and examining science Inquiry and innovation awareness.2.Teaching design principles based on "literacy-based":(1)Overall planning of teaching objectives.(2)Emphasis on the creation of real situations.(3)The main learning method is scientific inquiry and cooperative learning.(4)Connect the teaching link with the "learning task".(5)Pay attention to the integration of "teaching,learning and evaluation".3.High school chemistry classroom teaching strategy based on "literacy-based":First,attach importance to necessary knowledge,highlighting subject traits and ideological methods;second,strengthen experimental inquiry and cultivate scientific inquiry and innovation consciousness;third,actively create context and highlight science Attitude and social responsibility.Based on the background of the current college entrance examination reform,this study systematically studied the characteristics of the national I-volume test of the college entrance examination chemistry under the core literacy perspective of the chemical discipline,and proposed a high school chemistry teaching strategy based on"literacy-based",which is helpful to help frontline teachers.Deeply understand the connotation of the core literacy of the chemistry discipline,and deeply grasp the proposition direction of the high exam questions,so as to better guide the students to implement the development and promotion of the core literacy of their chemistry disciplines while preparing for the college entrance examination.