The Research Into Evaluation Of Chemical Reading Ability Of Senior High School Students Based On The SOLO Classification Theory

The 21 st century is an era of knowledge economy.With the popularization of Internet,there are more and more ways for students to get information,reading is also increasing.In order to conform to the development of the times,lifelong learning has become a major theme of socialization,and reading ability is the cornerstone of learning ability and the main means of obtaining information.Therefore,it is necessary to solve the problem of lack of chemical reading ability in senior high school students.But when it comes to reading,most researchers have devoted their attention to linguistic disciplines such as Chinese,few other science subjects such as chemistry have been linked.In fact,the cultivation of reading ability to extract,process and use information from language,words,charts and other materials is equally important in chemistry.At the same time,in the process of cultivating students' chemical reading ability,high-quality evaluation can play a feedback and promoting role.How to evaluate students' chemical reading ability is also a problem to be solved.However,the existing evaluation system pays more attention to whether the feedback information is consistent with the standard answer,rather than the complexity of students' thinking structure,so it can not distinguish the different levels of students' thinking development level,and the evaluation of students' reading effect and reading ability is not comprehensive.In view of this,this study focuses on the theory of solo classification evaluation,which can solve the above problems to a certain extent,and can make the evaluation of chemical reading ability more scientific and objective.Therefore,how to establish a complete and specific evaluation content of chemical reading ability,how to build the evaluation standard and system of senior high school students' chemical reading ability based on the solo classification theory,how to use the standard to order questions and questionnaires to monitor the current situation of senior high school students' chemical reading ability are the problems that this study focuses on.This study consists of two parts:theoretical research and empirical research.In the part of theoretical research,literature research is mainly used to summarize the research status of chemical reading ability evaluation at home and abroad in the past nine years;meanwhile,based on the senior high school chemistry curriculum standard and solo classification evaluation theory,the concept of chemical reading,chemical reading ability and chemical reading ability evaluation is defined,and the evaluation of chemical reading ability of senior high school students based on solo classification theory is constructed.Price model(hereinafter referred to as "model").The empirical part mainly uses the method of investigation and research,using the model to guide the preparation of relevant questionnaires and the test papers,and put them into practical tests and interviews with teachers.Through the questionnaire and the test papers,we can understand the current situation and existing problems of senior high school students'chemical reading ability,and combined with the interviews with front-line teachers to improve the model initially constructed in the study.The empirical study found that the questionnaire and test paper designed under the guidance of the model can effectively test the level of students' chemical reading ability,and reflect the problems existing in students' chemical reading,and then formulate the teaching countermeasures to improve students' chemical reading ability.This study is divided into five chapters.The first chapter mainly introduces the research background of this paper,summarizes the research and development status of chemical reading ability evaluation at home and abroad,and analyzes the main research methods,purposes and significance of this study.It's the introduction part.The second chapter is the theoretical basis part,which is divided into two parts:the core concept and theoretical framework.The core concept of this paper is mainly chemical reading ability and its evaluation.The theoretical framework is based on solo classification evaluation theory and bloom education goal classification theory,combined with three major international reading ability evaluation projects.Based on the literature review of the first two chapters and the theoretical basis,the third chapter constructs "the evaluation model of senior high school students' chemical reading ability based on solo classification theory",which includes three aspects:test situation,evaluation content and evaluation system index.In the fourth chapter,the author begins the empirical research,and develops the chemistry reading ability questionnaire and test paper for senior three students under the guidance of the "model".The validity of the "model" is tested by collecting the statistical questionnaire data.The fifth chapter gives teaching suggestions for the problems found in the empirical research,and finally summarizes the research conclusions,analyzes the shortcomings and prospects.