The Study On The Analysis Of The Examination And Situational Teaching Strategies Of Chemistry Academic Level Examination In Hunan High School In Recent Four Years

In order to further deepen the curriculum reform and develop quality education,the “General High School Chemistry Curriculum Standards(2017 Edition)”(hereinafter referred to as the “New Curriculum Standards”)has put forward the main purpose of developing chemistry discipline literacy and attaching importance to “Quality-oriented” teaching and other basic concepts in accordance with the spirit of the 19 th National Congress of the Communist Party of China.Teachers are encouraged to create real and valuable problem situations in the teaching process to help students complete the construction of knowledge,so that students can learn the important value of chemistry knowledge in daily life and social applications in the situation and be able to use it in daily life so as to promote the transformation of students' learning style,further develop and form the core literacy of students in chemistry discipline.On the other hand,the New Curriculum Standard specifically puts forward the academic requirements of each topic in the course content,and requires students to achieve a certain academic achievement performance after completing the course of the subject.Examination is an important basis for the evaluation of academic quality.In the proposition framework of the academic proficiency test,it is also required that the propositioner should accurately grasp the positioning and connection of the four elements of “literacy”,“context”,“question” and “knowledge” in the proposition.In the proposition principle,it is specifically proposed that the real situation is the test carrier.The created problem situation should be closely related to the students' learning and life reality,reflecting the scientific and social nature of the problem,and focusing on inspiring students to answer the questions and realize the core quality tests of students.Based on the mentioned above,the author puts forward the question of how to make better use of chemistry context teaching strategies in the teaching of the Hunan High School Chemistry Academic Proficiency Test.The author first learns about the current domestic and foreign research status of academic quality standards,teaching strategies,chemistry situational teaching strategies and related theoretical foundations by consulting the literature.Secondly,under the guidance of the core literacy of chemistry proposed in the new curriculum standard,the author conducts a corresponding analysis of the specific connotation of core literacy and the necessary knowledge for the 2016-2019 Hunan High School Chemistry Academic Proficiency Test(hereinafter referred to as the “Academic Proficiency Test”).After the overall evaluation of the Academic Proficiency Test,the author mainly focuses on the subjective questions and analyzes from “knowledge content”,“main information of the question” and “examination method” so as to summarize the characteristics of the information presentation of the test.The author uses the review content in the Academic Proficiency Test as a carrier to design specific situational teaching cases and conduct empirical research during the teaching support period.Finally,the author investigates students' interest in learning through interviews,and uses statistical methods to analyze students' grades.After investigation and research,the author finally comes to the conclusion that students' learning attitude has changed,and they have a solid grasp of the basic knowledge of Chemistry.Students can extract the problem situations in the test questions,and then accurately express the chemical terms.In the review teaching process,teachers should create real and valuable situations,and flexibly choose problem situations,life situations,experimental situations,and inquiry situations according to the students' learning situation in the classroom.Learning by creating a situation in the exams can avoid the dullness of the review class,and it can continuously stimulate students' interest in learning and consolidate the training in the expansion and promotion.The author expects to further implement the spirit of the new curriculum reform in the future education and teaching process.