Application Of Concept Map Evaluation In Chemistry Review Course And Learning Situation Diagnosis In Middle Schools

Establish the core literacy-based view of chemical learning evaluation in middle school chemistry evaluation,and determine the evaluation goal of chemical learning according to the development level of different students and the corresponding quality standards of chemical learning.Traditional evaluation methods(such as paper and pencil tests)can not well test students' thinking process and thinking quality,and the old examination evaluation system can not meet the new requirements of the new entrance examination and the new curriculum reform on students' core literacy.Exploring new evaluation methods will become one of the directions of the follow-up education reform.In addition,the characteristics of fragment of subjects such as chemical phenomena,chemical reaction rules and chemical experiments are obvious.Students feel that the knowledge points of chemistry are scattered and disordered,unlike mathematics or physics,which has strong logic,so long as they master the inherent laws,they can easily start.How to help students form a knowledge network of chemistry subject and change fragmented subject knowledge into a network,structured and interconnected knowledge system,such as neuronal interconnection,and ultimately a brain-like connection system,is also a major challenge for all chemical educators."Concept Map" can show the reasoning process from the beginning to the end of thinking,and is a divergent multi-threaded flow chart.Teaching students' concept map composition can not only help students integrate fragmented subject knowledge into a knowledge network,but also help students distinguish the similarities and differences between chemical concepts,combine newly acquired chemical knowledge with old knowledge,master corresponding subject concepts,and constantly improve their own knowledge system of chemistry.In addition,concept maps can also be used as a means of evaluation.By evaluating the chemical concept maps drawn by students,we can find out their understanding of concepts.Therefore,this research will study the teaching and evaluation of concept maps in middle school chemistry teaching,and explore new evaluation methods and help the new college entrance examination reform.The specific problems to be solved in this research are:(1)how to implement concept map evaluation in senior high school;(2)which knowledge modules are more suitable to use concept map evaluation in Senior High School Chemistry General review;(3)how to use concept map to help students integrate fragmented subject knowledge into knowledge network,and constantly improve and extend knowledge network;How to use concept maps to evaluate and diagnose students' learning conditions;(4)How to use different types of concept maps to evaluate the scope of application of test questions;(5)What are the influencing factors of concept maps evaluation.This paper will be mainly carried out through the "literature research method","questionnaire survey method","interview method","test method" and other research methods.The research paths are as follows: Firstly,the concept,reliability,validity,scoring system and theoretical basis of concept map evaluation are summarized through literature research,which lays a foundation for the follow-up research;secondly,the current status of concept map application in middle school chemistry teaching is understood through questionnaire survey and interview,providing reference for the follow-up test;Thirdly,teachers and students are surveyed by questionnaire and interview to find out suitable concept map evaluation used in the Reviewing Course in senior three and teaching design applied in the review course.Reviewing the knowledge module and the teaching design of the revision course;Then,through training students to draw concept maps,teach them the method of integrating fragmented subject knowledge into knowledge network;finally,the students were tested and questionnaires were conducted to find out the influencing factors of the concept map teaching in the general review stage of senior three chemistry,and different concept maps are used to evaluate the scope of application of the test questions.How the cognitive process and thinking quality in the construction of subject knowledge can be embodied by the concept map evaluation method.The results show that:(1)At present,most teachers agree that concept maps as a new teaching method can help to build students' knowledge network.As a new evaluation tool,concept mapsevaluation tool has a better application prospects in test.Most teachers believe that the "mapping" test is easier to obtain objective evaluation results,and is not susceptible to subjective factors.Most students can initially master the use of concept maps to construct a knowledge network of disciplines by learning concept maps.Teacher guidance is indispensable for students to construct concept maps.Most people think that the construction of concept maps can transform the fragmented chemistry into knowledge network."Map-filling" concept map test is more popular with students.(2)The general review module of chemistry in Senior Three,which is suitable for the evaluation system of concept maps,is the principle and basic concept of chemical reaction.In the general review stage,it can be realized through the special review mode.(3)The scope of application of different concept map evaluation questions is: "reading maps to correct mistakes",which is suitable to use the analysis of simple chemical concepts and the discrimination between similar chemical concepts;"mapping-type test questions",which are more convenient for students to answer and for teachers to judge.The process of mapping is the process of perfecting knowledge network,which can help students form knowledge network and be used in the review and summary stage of each chapter."Limited List Task Composition Question" has higher requirements of students' thinking quality,can stimulate students' creativity and imagination and improve students' subject literacy,thus,can be it used to evaluate students' overall grasp of knowledge and inductive reasoning ability;"Non-Limited List Task Composition Question" is suitable for diagnostic evaluation and evaluation of students' level of knowledge network construction.However,the evaluators are subject to subjective influence and heavy workload.(4)The evaluation of concept maps will be influenced by the level of graders and the optimum range of evaluation questions.In order to better use concept maps to test students' learning conditions in middle schools,suggestions are made as follows: first,to focus on the priority training of scorers so that they can master the principles and operational steps of concept maps scoring method skillfully;second,to reduce the number of "non-limited list task composition questions".Teachers should use exams with clear evaluation criteria,such as "reading maps to correct errors" and "mappingquestions",to facilitate students to answer.Third,to establish a concept map evaluation center group to evaluate students' academic level scientifically by means of cooperative evaluation;Fourth,to adopt various evaluation methods to meet the needs of students' individual differences.