Study On The Preparation Strategy Of Short Answer Questions Of Chemistry In National Papers

The "China College Entrance Examination Evaluation System" explains the requirements of the college entrance examination: basic,comprehensive,applicable,and innovative.In the current high school learning stage,each subject has its own unique thinking logic and language symbols.As a natural science based on experiments,the discipline of chemistry has a special chemical symbol system;discipline concepts,discipline theories,discipline facts and their interrelationships are all presented with this standardized chemical symbol system.The "General High School Chemistry Curriculum Standard(2017 Edition)" stipulates academic quality standards,guides teaching to pay more attention to the purpose of educating people,pay more attention to the cultivation of students' core literacy,requires that the exercises should be open,and encourages students to analyze and solve problems from different perspectives,and cultivate Students' divergent thinking and innovative spirit.The college entrance examination evaluation system also puts forward examination requirements from basic,applied,comprehensive,and innovative nature,highlighting the necessary knowledge,key abilities,and the examination of thinking methods and innovative consciousness,which is conducive to the implementation of a new round of curriculum reform.Therefore,the college entrance examination questions are guided by active education,promote the development of quality education,make scientific questions,and deepen reforms.Chemistry short answer questions are a kind of important questions in chemistry exams that are based on ability,novel questions,clever ideas,and large thinking capacity.They need to be expressed in simple words in chemistry exams.In recent years,they have been favored in college exam questions.The current research on short answer questions in high school chemistry mainly focuses on the classification of short answer questions and the exploration of using related theories to solve short answer questions.There is not much research on students' short answer questions in chemistry.At present,the high-level examination questions have shown importance to the short-answer chemistry questions.In the review teaching of the high-level examination questions,the teaching and learning of the short-answer chemistry questions appears to be unorganized and at a loss.It has become a problem of "reliance on natural answers" in the eyes of teachers and students..A saying often said by frontline teachers is "It is difficult to get full marks in chemistry test papers,and short answer questions in chemistry are the hardest." So the study of short answer questions in chemistry is from the perspectives of teachers and students,and from the height of the college entrance examination evaluation system.The direction of the college entrance examination questions allows teachers to organize the teaching and learning of review classes based on the students' learning perspective,master the answer structure model,core knowledge and problem-solving strategies of short-answer chemistry questions,so that short-answer chemistry questions will no longer be a barrier to students' ideal results.".This article mainly uses literature,questionnaires and interviews to study the specific level of current high school students in solving chemistry short-answer questions,grasp the main difficulties encountered by students in answering,and provide future teachers' teaching and students' learning Some scientific suggestions.Due to the relatively high comprehensiveness of short answer questions in chemistry,the subject of this article is senior high school students and interviews with several first-line senior high school teachers.Inspired by reading the literature,referring to the specific level of the core literacy of chemistry,the SOLO(“Structure of the Observed Learning Outcome”)classification method is selected to divide the students' understanding level,and adjust the four levels applicable to chemistry short answer questions: the former structure level,the single structure level,The level of multiple structure and the level of related structure.At the same time,combined with the students' questionnaires,the typical responses of each level are analyzed in detail.Through investigation and research,it is found that students have different levels in solving different types of short answer questions in chemistry.The basic short answer questions have a higher level of solving,and most of them are at the level of multiple structures and related structures.The level of comprehensive short-answer questions is generally not high,and most of them are at the single-structure level and the multiple-structure level.The main reasons for the mistakes made by students are summarized as follows: basic necessary knowledge,inadequate grasp of basic concepts,fixed thinking,one-sided thinking,and confusion of thinking logic.Because there are many types of short answer questions in chemistry in the college entrance examination,once more difficult question types appear,some teachers and students will mainly remember the answers during the review process,and the preparation for the review is also based on the topic.Based on this,the author conducted a preliminary teaching exploration of "discussion without answer" in the chemical study question class for short answer questions in chemistry.After the test,the group discussion with no answer has many unique learning effects.The discussion immediately after the test-students' thinking is in an active state.Thinking has intensity and depth;discussion without answers--let students lose their reliance on answers,have no inertia in thinking,and take the initiative to think;the process of discussion is a process of verbal confrontation and thinking collision,so that the understanding of knowledge is more profound;constructed by discussion The knowledge is self-acquired,the memory is firmer,and the application is more flexible.Group discussion is helpful to filter out "false questions",find out "real questions",provide clues for the teacher's explanations to prepare the class,and improve the pertinence and effectiveness of the comments.At the same time,the discussion can also train students' language expression skills,build self-confidence in learning,activate the learning atmosphere,adjust their psychology,and build a cooperative learning team.Based on the above investigation and research and the exploration of solution strategies,in view of the teaching status of chemistry short-answer questions,which are more thought-intensive topics,it is recommended that teachers and students pay attention to the teaching and learning of chemistry short-answer questions from the perspective of long-term development,and pay attention to the cultivation of chemistry disciplines.Thinking ability,enhance the understanding of chemistry discipline and focus on the foundation of chemistry discipline.Teachers should implement students' hierarchical teaching for short answer chemistry questions during teaching,and put forward different requirements for students of different levels.At the same time,we will strengthen the integration of staged topics,cultivate students' model awareness,abandon students' mindsets,deepen the curriculum,select materials,and cultivate students' ability to analyze and solve problems in the context of new chemical problems.Students should not be afraid of difficulties,face difficulties,form a joint force with teachers and classmates,actively associate and reflect,practice and think more,internalize the knowledge and ideas they have learned,and effectively improve students' current preparation for the third year of high school review The efficiency of the blind spot improves students' logical thinking ability and problem-solving ability.