The Study Of Junior High School Chemical Terminology Assessment Framework Construction And Application Based On Chemistry Disciplinary Competence

Chemical terminology is a symbol system for the composition,structure and law of change of matter.It is a bridge between the macro world and the micro world.Students should be able to use chemical terminology to characterize the composition,structure and law of change of matter.It can be seen that in the study of the current situation of students' learning of chemical terminology,the competence of macro-micro conversion and symbolic representation should be introduced.How to examine students' macro-micro conversion competence and symbolic representation competence from the perspective of chemical terminology?How to construct the learning of macro-micro conversion competence and symbolic representation competence?How to scientifically evaluate the current situation of students' learning of chemical terminology and the relevant level of competence?How to more effectively train junior high school students macro-micro conversion and symbolic representation?Along these main problems,the author makes an empirical study.On the basis of the literature research,the author thinks that chemistry disciplinary competence related to chemical terminology is mainly macro-micro conversion competence and symbolic representation competence,each competence is divided into three levels:macro representation competence,micro representation competence and macro-micro conversion competence.The symbolic representation competence is divided into three waters:the transformation between macroscopic representation and symbolic representation,the transformation between microscopic representation and symbolic representation,and the transformation of macro-micro-character triple representation.This research takes the research core of the research on the present situation of the students' macro-micro conversion competence and symbolic representation competence of junior high school as the research core.Under the guidance of the item response theory,it draws lessons from the relevant research results of chemistry disciplinary competence evaluation at home and abroad,according to the framework of the evaluation of the students' macro-micro conversion competence and symbolic representation competence of the junior high school students,the principle and dimension of the compilation of the test questions are clarified,and the content source ofthe relevant knowledge of the chemical terminology is taken as the content of the test questions.Then the reliability of the test questions was tested by SPSS 18.0 software,and the single-dimensional Rasch model operation was carried out by Winsteps 4.3.4software to analyze the reliability and validity of the test questions,the correspondence between the items and the subjects,and the matching of the data and the model.Finally,the paper analyzes the macro-micro conversion competence and symbolic representation competence level,the difference of competence level between male and female students,the performance characteristics of students in each competence level and the existing problems.The results of the research show that:Firstly,the testing tool has good reliability and validity,which indicates that the test paper developed by us is effective and feasible;Secondly,the overall level of macro-micro conversion competence and symbolic representation competence of junior high school students is not high,and the difference between male and female students is not significant;Thirdly,the students have many errors in the study of chemical terminology macro representation,micro representation and symbolic representation,the basic knowledge of chemistry is not solid,the level of knowledge and competence level are to be mentioned.This study provides a reference for the evaluation of chemistry disciplinary competence in terms of chemical terminology,examines the current situation of students' learning of chemical terminology from the perspective of competence,and puts forward some suggestions for training students' macro-micro conversion competence and symbolic representation competence in chemistry and chemical terminology teaching in the future.