Measurement And Evaluation Study On Change Concept And Balance Ideological Of Senior Two Students

The core literacy of chemistry is an important concept,key ability and essential character acquired by students through the study of chemistry curriculum.The curriculum standard of 2017 divides it into five dimensions.Relevant literature shows that there is no report on the qualitative and quantitative measurement and evaluation of the development level of "change concept and balance ideological" of senior two students,so this study is of great significance.In this study,starting from the dimension of " change concept and balance ideological ",three first-level indicators and nine second-level indicators of learning comprehension,application practice and migration innovation are transformed into the evaluation index system,and a test paper on the development level of change concept and balance ideological literacy of senior two students is compiled with the chemical reaction rate and chemical balance as the knowledge carrier;a test paper on the development level of change concept and balance ideological literacy of senior two students is compiled.Questionnaire on the influencing factors of students' change concept and balance ideological literacy development level "Richter Scale";Using cluster sampling method,442 senior two students were selected as test samples,and SPSS statistical software was used to test and analyze the data combined with the methods and theories of educational surveying and statistics.The development level of students' change concept and balance ideological literacy was systematically measured and evaluated.And the influencing factors.The main conclusions are given here:Firstly,The reliability of the test paper is 0.74,the validity is 0.82,the average difficulty is 0.40,the average discrimination is 0.27.which has high reliability,moderate difficulty,better distinguishing ability.The reliability of the questionnaire is 0.86,is relatively reliable.The correlation coefficients of learning interest,learning method,teaching method score and questionnaire total score were 0.89,0.95,and 0.85,respectively,which had high construct validity.Secondly,the average score of whole sample is 58.69,the standard deviation is 18.66,the total score is normal distribution,and the development level of change concept and balance ideological literacy is in the primary stage of application level;the average score of key schools is 71.16,the standard deviation is 16.90,which is in the primary stage of innovation level;the average score of ordinary schools is 52.76,the standard deviation is 15.90,which is in the primary stage of application level.And it is lower than the overall development level of the sample.Thirdly,at the confidence level of 0.01,the key schools and ordinary schools have the same emphasis and difficulty in the training of primary indicators.Emphasis is on Application practice,while difficulty is migration and innovation.Fourthly,at the confidence level of 0.05,the results of independent sample t-test are given here: there are significant differences in the development level of students' literacy in different types of schools,but there are no significant differences in the development level of students' literacy between different genders;the results of one-way ANOVA analysis are given here: there are significant differences in the development level of students' literacy among students with different career orientations and academic achievements,and students with different residences and different parents' highest academic qualifications have different levels of literacy development.the difference was not significant.Fifthly,the results of the questionnaire show that the average scoring rates of the three dimensions of learning interest,learning methods and teaching methods in key schools are higher than those in ordinary schools;the learning interest and methods of excellent students are obviously better than those of middle school students and students with learning difficulties;the students whose career orientation is chemistry are better than those of students who are not considered in other directions.Sixthly,four teaching strategies are put forward: renew education concepts and high-end lesson preparation;individualized teaching and teaching-learning promoting each other;inquiry teaching and innovative thinking;diligent in learning,widely heard and learn from the past and new.The innovation of this research lies in that the change concept and balance ideological literacy are operationalized into evaluation index system,and scientific evaluation tools(test papers and questionnaires)are compiled to make qualitative and quantitative analysis of the development level and influencing factors of the students' changing concept and balance ideological literacy,which has certain teaching reference and guiding significance for the cultivation of the core literacy of chemistry discipline.