Research On Chemistry Experiment Test Questions Of College Entrance Examination Based On Textbook Motif

The basis of the college entrance examination questions is the curriculum standard,examination syllabus and textbooks.Under the guidance of the new evaluation system for the college entrance examination,the characteristics of “derived from the textbook and higher than the textbook” make the “motif” function of the textbook more fully play in the college entrance examination questions.This thesis studies “what to test” and“how to test” in the college entrance examination chemistry experiment from the perspective of the fit between the college entrance examination questions and the content of the textbooks,so as to solve the problem of “how to teach with the textbook and how to learn with the textbook” in the experimental teaching.Based on the theory of “learning by doing”,the theory of information processing and the theory of multiple intelligences,this thesis adopts the literature research method,text analysis method and comparative analysis method comprehensively.The2016-2020 national two-volume college entrance examination chemistry experiment text questions are divided into two types: multiple-choice experimental questions and comprehensive experimental questions.Combining the curriculum standards and the National Chemistry Examination Syllabuses over the years,the experimental multiple-choice questions are analyzed in terms of presentation way and test content,and comprehensive experimental questions are analyzed from the background material and the way of presentation,the type and basic experiment,content of the test,and the core literacy.It concludes that the experimental multiple-choice questions have the following three characteristics:(1)Focus on the basics and return to the textbook;(2)Combine like a platter and present in a table mostly;(3)Trend to combine dispersed and subject-based experiments.It concludes that the comprehensive experimental questions have the following four characteristics:(1)Focus on the basics and reflect the application;(2)Diversified presentation ways and life-oriented experimental background;(3)Combine qualitative and quantitative,high school and university knowledge;(4)Trend to strengthen the examination of organic chemistry.Based on the characteristics of chemistry experiment proposition for college entrance examination,this thesis proposes the following four review strategies accordingly,including(1)understand experimental principles and return to core knowledge;(2)study after-class exercises and strengthen variant training;(3)lock high-frequency test points and focus on marginal knowledge;(4)analyze the meaning of the questions correctly and pay attention to the details of the experiment.And it puts forward the following teaching suggestions for teachers and students to carry out the experimental teaching well from three levels:(1)From teacher level:(1)In-depth study of standard textbooks,diversified selection of textbooks;(2)Multiple designs of the same experiment,multiple evaluations of the teaching process;(3)Select and combine high-level examination questions,design teaching activities comprehensively.(2)From student level:(1)Pay attention to the basic knowledge of textbooks and master the connotation and extension of the experiments;(2)Train the university entrance exam questions in a limited time,and ask questions from multiple angles on the same question.(3)From the two-way level of teachers and students:(1)Pay attention to textbook experiments and “abnormal phenomena” in the experiment;(2)Problems promote inquiry,and experiment tests truth;(3)Attach importance to reading ability and strengthen expression training.This research is helpful to raise the importance of teachers and students on the content of textbooks,and has a guiding significance on how to use textbooks and exam questions comprehensively in middle school chemistry teaching.