A Study On The Evaluation Of The Cognitive Ability Of Mathematical Models In The Chemistry Subject Of High School Students

Model cognition is one of the core literacy of chemistry.Among them,mathematical model,as a branch of model,also plays an important role in the development of chemistry discipline,chemistry teaching,and chemistry assessment and evaluation.At present,there have been many educational evaluations and empirical studies on model cognitive ability,but due to the variety of models included in chemistry,these studies are difficult to reflect the uniqueness of the cognitive topics involved in specific models.In view of the lack of research on the cognitive ability of specific models,combined with the significance of mathematical models for chemistry education,it is necessary to conduct research on the cognitive ability of mathematical models.This research is dedicated to the development of a set of reliable assessment tools for mathematical model cognitive ability suitable for the first semester.First,review the literature from three perspectives: "model","mathematical model",and "model cognition";through literature review,focus on the core of "mathematical model","mathematical model cognition",and "mathematical model cognition" Define the concept;divide the cognitive domain of the mathematical model into four levels of "cognition-understanding-use-construction" based on the classification of the cognitive domain of the teaching objective taxonomy to construct the theoretical framework of the mathematical model's cognitive ability;The theoretical framework,combined with the requirements of the first semester,compile a test paper for the cognitive ability of the mathematical model;to ensure the reliability of the test tool,the measurement tool is revised and optimized according to the Rasch model test principle in item response theory;Using statistical software to quantitatively analyze the measurement data,and summarize the development status of the cognition ability of the mathematical model of the senior students.The characteristics of the development of cognitive ability of senior high school students' mathematical models in this study are as follows:(1)On the whole,the cognition ability of mathematics model of senior one is at level three,which belongs to the upper middle level.(2)From the perspective of school differences,there is a significant difference in the cognition ability of senior high school students' mathematical models in different types of schools.The abilities of students at high-level schools are significantly better than those at lower levels.With the rising level of school level.(3)From the perspective of level,the average level of senior high school students in four-star high school has reached level 3,especially the high school students in key four-star schools are far ahead in high level(level 4);The average level of high school students is only level 1,and some students are even lower than level 1.