Implement The Design And Research Of Chemistry Learning Evaluation Of Core Literacy

The new era is an era of rapid development of science and technology and higher expectations for talents,therefore,the concept of “core literacy” arises at the right moment.Strengthening the cultivation of students' core quality has become the compass of China's current education reform,which guides the direction of subject teaching.The junior middle school stage is the “jointing-booting period” for the growth of students,and accordingly,cultivating the core literacy of junior middle school students should become the purpose of the education and teaching work.Learning evaluation is an effective way to measure the implementation of students' core literacy and plays a role in promoting the literacy development.Based on deep analysis on the new course standard for senior high school(2017 edition)and the new course standard for junior middle school(2011 edition),this study selects PEP Grade-9 Chemistry Volume I and II to positively optimize the research framework on the basis of six dimensions of comprehensive learning,strives to create the evaluation path which takes real-complicated situation as the carrier,abstracts the more philosophical and superior problems and tries to transform the recessive literacy into explicit behavior of students for evaluation.In order to evaluate the effectiveness and reliability of “the chemistry learning evaluation system of cultivating core literacy”,this study takes unit 6 of grade 9 chemistry as an example for practical teaching application,took specific data such as problem list and teacher interview as the basis for analysis,and conducted a multidimensional and more comprehensive description and analysis on the practical results.It is found that the learning evaluation system of cultivating core literacy plays a positive role in students' internalization of knowledge,strengthening implicit scientific attitude and deepening their understanding of knowledge.Students have improved in multiple dimensions,which proves it is feasible to integrate the evaluation system into the teaching work for backward teaching,besides,transforming single indicator to diversified indicators for student evaluation can realize more objective,comprehensive and in-depth evaluation on students' mastery on knowledge.