Research On The Expression Ability Of High School Students In Chemical Writing Based On Chemical Writing

Each step of students' learning and development involves the ability of chemical expression,which is an important carrier reflecting students' abilities.Chemical written expression ability plays an important role in the process of students' text communication,and the process of evaluation of students' knowledge and abilities.In the front-line of chemistry teaching and evaluation,students' ability of chemical written is mainly reflected by their answers to the chemical written expression examination questions(a type of questions to test students' expressive ability).With the continuous advancement of the new curriculum reform,the ability and quality of students has become the focus of hot discussion in education and teaching.Compared with the multiple choice questions and the restrictive blank filling questions,the advantages of the chemical written expression examination questions in the evaluation of students' ability are constantly prominent,and the chemical written expression examination questions have become increasingly common in the chemical test papers.However,according to relevant literature and the first-line teacher's reports,students have many problems in answering the chemical written expression examination questions,which reflects the students' insufficient capacity of chemical written expression.Therefore,it is feasible to study the chemical written expression ability of senior high school students both theoretically and practically.Based on the theories of question-making,problem-solving and SOLO classification system,this paper studies the distribution and content of the chemical written expression examination questions in the test paper by quantitative and qualitative analysis,puts forward the general process of high school students in answering chemical written expression examination questions,and reflects the composition of the chemical written expression ability of high school students.On the basis of this model,this paper analyzes the answers of students in Grade 3 in a senior high school in Shanghai.This study consists of the following seven chapters:The first chapter is mainly on the background and the significance of this research.The project of this study is based on a senior high school chemistry teaching and research activity in Pudong New Area of Shanghai.With the five chemistry core qualities proposed in the new curriculum standard,research on the chemical written expression ability of senior high school students—by combining the chemical writtenexpression examination questions — will not only help the implementation of the curriculum reform,but also help improve the pertinence of teachers' teaching and develop the students' chemical written expression ability.The second chapter is research review,theoretical basis and concept definition.This chapter mainly summarizes the research on chemical expression ability,chemical written expression ability,chemical written expression examination questions,expression ability in other subjects and foreign research on students' expression ability,which are the basis of the research of this paper.It introduces the theory of problem-solving,the theory of chemical test questions making and analyzing,the theory of SOLO classification system,and their applications in the existing research are discussed.At the same time,the two core concepts of chemical written expression ability and chemical written expression examination questions are defined.Chapter three and chapter four is the analysis of test questions.The two chapters analyzes the quantity,marks,proportion of marks,content and structure of the 115 sets of chemical written expression examination questions in the quality-check papers before the 2019 Shanghai college entrance examination,and studies the distribution of chemical written expression examination questions in the papers,as well as the examination of students' knowledge and expression ability.According to previous chapters,the fifth chapter puts forward the general process of answering chemical written expression examination questions for high school students,and analyzes the influencing factors of the development of high school students' chemical written expression ability.The sixth chapter analyzes the answers of a chemical expression question in the monthly-test paper of a senior high school in Shanghai.It finds that the marks of this question is significantly related to the total marks of the chemical test paper,and accords with the linear regression equation y = 60.351 + 4.611x;that students' mastery of chemical knowledge,exclusion of irrelevant knowledge and expression of the answer are important factors affecting their performances in chemical written expression examination questions and restricting the development of high school students' chemical written expression ability.Finally,the seventh chapter analyzes the conclusion of this paper and the enlightenment to teaching,and then analyzes the innovation,shortage and prospect of this paper.