Study On The Perspective Of Examination Of Electrochemistry Test Questions In The National College Entrance Examination

College entrance examination is an important way for the country to select talents,which bears the function of selection and evaluation,and is an important carrier of moral education and the key link of quality education.Electrochemistry is a compulsory part of the college entrance examination.Through the study of the electrochemical test questions of the college entrance examination,the examination characteristics and rules of the electrochemical test questions are found to help teachers design more scientific and effective teaching activities and further to improve the students' comprehensive thinking ability in understanding,analyzing and solving problems.On the basis of combing the literature,it is determined to take Bloom's classification of educational objectives and SOLO classification evaluation theory as the theoretical basis of the study.2015-2019 college entrance examination volume(National Volume I,national Volume II,national Volume III)is selected in this study.According to the curriculum standards and contents,the electrochemical test questions are divided into two categories: primary battery and electrolytic cell.Using the text research method and statistical analysis method to statistically analyze the number,scores,test content,question types,situation materials,educational objectives,thinking level,and subject thinking methods of electrochemical test questions,the following conclusions are drawn:(1)The number of test questions and the setting of scores tend to be stable.(2)Most of the questions are based on the cutting edge of science and technology,which combines the principle of primary battery and electrolysis to check in the form of multiple choice questions,focusing on the basic contents such as the writing of electrode reaction,the moving direction of ions,the judgment of electrode products etc.(3)The educational objectives of test questions include knowledge dimension and cognitive process dimension.Knowledge dimension involves factual knowledge,conceptual knowledge and procedural knowledge,focusing on the examination of conceptual knowledge and procedural knowledge.Cognitive process dimension involves memory,understanding,application,analysis and evaluation,focusing on the examination of understanding,application and analysis.(4)The SOLO thinking level examined in the test is comprehensive,including four levels: single-node structure,multi-node structure,associated structure and extended abstract structure.The difficulty of the test questions is in the upper middle level.Among them,the key points are the examination questions of multi node structure level and associated structure level.(5)Some test questions examine the discipline thought,among which the emphasis are the conservation thought and the construction model thought.Based on the research conclusions,the following teaching suggestions are put forward:(1)Thoroughly study the curriculum standards to accurately grasp the teaching requirements of electrochemical knowledge.(2)Construct electrochemical analysis model to promote the development of students' model cognitive ability.(3)Select situational exercises to improve students' ability of knowledge transfer and application.(4)Strengthen the practice of electrode reaction to standardize the students' writing of chemical terms.