The Analysis Of The Chemistry Experiment Questions In College Entrance Examination And The Practice Of Reviewing Teaching Based On Core Competence

To meet the requirement of current political situation and the development of our society as well as the needs of cultivating fully-developed individual,the teaching objectives varied from “double base” to “three-dimensional goal” and now settle in “core competence”.Ordinary High school Chemistry Curriculum Standards(2017 Edition)theoretically shows the requirements during the whole teaching process and summarizes the core competence of chemistry disciplines with easy-to-understand language.In the meanwhile it has also emphasized the teaching content according to the development of new generation,developed corresponding Academic competence assessment requirements,and emphasized the importance of carrying out the “competence-based” teaching,which not only arouses students' interest in learning,but also helps them build up the correct values,bring up essential characters and take up key abilities.By reviewing the relevant literature materials and conducting questioner surveys and interviews with high school first-line chemistry teacher,scholars,we found they are devoted to studying the strategy to cultivate students' core competence and the methods to evaluate instead of putting them into use especially in reference lessons and investigate its effectiveness.On the contrary,the teachers seems focused too much on the final result of the examination,neglecting the core competence in this subjects,needless to say use them to guide their teaching process especially in reviewing part.According to the situation mentioned above,national test paper for the past 10 years has been analyzed and studied to find out its law from the perspective of core competence in this article.The findings were as follows: The experiment plays an important role in chemistry test,which mainly examines the core basic knowledge rather than the conclusive knowledge.In the other hand,more and more attention was paid to the use of knowledge to solve the actual problem.The students were questioned whether they could use what they have learned in class to solve the problems in the real life with their scientific mind,innovation awareness,which could reveal scientific attitude and social responsibilities.On this basis,the study-based experimental review teaching methods were designed in this article.Four equivalent level classes in chemistry were chosen,as be the objects,among which two class adopts the new teaching methods in teaching,while another two remained the traditional teaching methods.Test scores and performance of students before and after the experiment were compared and feed-backed simultaneously.The effectiveness of this kind refresh lessons based on competence was tested.After comparison,feedback and evaluation,the study shows that this kind of teaching methods help students improve their scores evidently.It's also of great benefit in developing students' core competence,It also has a positive impact on arousing students' interest in learning chemistry as well as putting it into use.